EDUCATION


EDUCATION
will  highlight progress in successful innovative and outstanding programs, on all levels, from Kindergarten to graduate levels.  Of special interest will be programs which include heritage history as a key component, individuals of Hispanic/Latino heritage teaching at colleges/universities, and/or Latinos who have achieved a high, leadership position in any field.  Please share.  ~Mimi
 

“Socialism is the philosophy of failure, the creed of ignorance, and the gospel of envy.” 
 ~ Winston Churchill 

JULY 2020
Chinese Cheating Rampant In US College Applications, And In Classrooms 

Students: Yes to Free Speech (But Not If It Offends Anyone)
How can we restore our liberty?
Cousin Charts - Family Relationships Explained
FamilySearch is hosting live how-to interviews of Family History Experts

JUNE 2020

The Life of Julian Castro, by Eight-Year-Old, Carlos Martinez 
"
Classic Children's Literature", Hilldale's free online course
From "Latino Literacy Now" to "Empowering Latino Futures"
California State Assembly Bill 1460:  Right to Ethnic Studies in Higher Education

55th Anniversary--St. Augustine High School 
New York Times Nabs a Pulitzer Prize for Racist, Fake History Project

MAY 2020
In rural California, children face isolation, hunger amid coronavirus school closures
No, Harvard, Home schooling Should Not Be Banned by Nicole King
Colton, California Oral History Project 
Free online course, “The Great American Story: A Land of Hope,”

APRIL 2020
Nuestra historia project Gil Chavez 
Book: “American Independence The Spanish Secret” by Liz Strassner and Barbara Wiley. 
Book: “Bernardo de Gálvez Spanish Revolutionary War Hero”  by Michelle McIlroy.
Book: Understanding Basic Economics: Democrats, Progressives and Socialists,
New essay (Part 8) by Bruce Hendry 

MARCH 2020
Breath of Fire, Staged Stories
The Latino Family Literacy Project
School of Arts cuts ties with Santa Ana Unified
Bi-National Parent Leadership Institute
New auto-ethnographic account on brown-black relations  by Álvaro Huerta, Ph.D. 
Public Schools Are Teaching The 1619 Project in Class 

FEBRUARY 2020
FamilySearch: Spain Spain Marriages, 1565-1950
Marcelo Suárez-Orozco, Ph.D. appointed a dean in the California public university system 
“Witness for Survival: Existential Choice and Action Constructing Historical Mega Events” Essay by Dr. Juan Gómez-Quiñones

JANUARY 2020
High School Ethnic Studies Graduation Requirement State of California by Carlos E. Cortés 
UCLA, Division of Humanities received a $25 million gift from Tadashi Yanai
“DO IT”: Carmen Tafolla’s first Official Poem as San Antonio Poet Laureate 
Damian J. Fernandez, chancellor of Pennsylvania State University at Abington, named president of Eckerd College, in Florida.


UPDATE JULY 2020

M
Table of Contents

Chinese Cheating Rampant In US College Applications, And In Classrooms 

Students: Yes to Free Speech (But Not If It Offends Anyone)
How can we restore our liberty?
Cousin Charts - Family Relationships Explained
FamilySearch is hosting live how-to interviews of Family History Experts.

 



MM


Chinese Cheating Rampant In US College Applications, 
And In Classrooms

by Eduardo Neret via Campus Reform
May 31, 2020

MM
Fake transcripts and essays, falsified letters of recommendation and test scores, paid consultants, and fake passports and IDs. These are just some of the many methods that Chinese nationals have reportedly used to gain acceptance into U.S. colleges and universities.

What once might have been a few isolated incidents has now turned into a vast, international money-making industry.

Hiu Kit David Chong, an admissions official at the University of Southern California (USC), pleaded guilty in April to wire fraud in and helping Chinese students defraud their college applications. According to the Department of Justice, Chong admitted to making $40,000 from clients over the years by providing “false college transcripts with inflated grades,” “fraudulent personal statements,” and “phony letters of recommendation” for the applications of his Chinese clients.

He also offered to provide surrogate test takers for the Test of English as a Foreign Language (TOEFL) exam for international students.

Chong was not the only person offering such services. In fact, according to a 2012 report by Time Magazine, a “huge industry of education agents” has emerged to appeal to the increasing number of Chinese nationals who want to study abroad at U.S. universities.

Zinch China, a consultancy firm, found that 80 percent of Chinese students use agents to apply to U.S. colleges, with even more engaging in cheating. The company approximated that 90 percent of recommendation letters and 70 percent of college essays submitted by Chinese students are fraudulent. Additionally, 50 percent of previous grade transcripts are also fake. Ten percent lied about academic or extracurricular achievements, and 30 percent lied about financial aid information.

Surveys indicate Chinese families see a U.S. education as a luxury that can provide future financial benefits, which drives the “whatever it takes” culture surrounding the application process and the fraud committed to achieve it. Zinch China also noted the competition among college consultants and the pressure from parents also contributed to cheating.

“Cheating is pervasive in China, driven by hyper-competitive parents and aggressive agents,” Tom Melcher, the chairman of Zinch China said.

While Chinese students have existed in the U.S. for decades, there has been increased growth over the last ten years. According to the Power of International Education, the number of Chinese foreign students in the U.S. as of 2019 was 369,548, which was more than the next three nations, India, South Korea, and Saudi Arabia, combined. Chinese students represent approximately one-third of all international students, and their presence has grown by 56.68 percent since the 2012-2013 academic year.

Peggy Blumenthal, senior counselor to the president of the Institute of International Education, says colleges began to more heavily recruit Chinese international students after the Great Recession when college enrollment was on the decline. Agents can cost anywhere from thousands of dollars, or even up to $40,000 according to the Beijing Overseas Study Service Association. Foreign Policy even discovered a family that paid $90,000 to an agent.

In one example from 2015, CNN reported on a Chinese student named Jessica Zhang from Jiangsu Province. Zhang’s family paid $4,500 to three different consultants, who filled out her application and wrote her essay and recommendation letter. Zhang even had her visa arranged by the consultants and said she hired them because the process would’ve been “too much hassle” on her own.

The international college consultant business is only worsened by the commissions that agents receive from U.S. colleges and universities for enrolling students. While federal laws prevent higher education institutions from paying to recruit domestic students, there is no law to prevent them from paying commissions to recruit international students.

Some companies even help students cheat on the SAT. Because of security issues with the College Board over the last few years, which owns the SAT, some overseas companies have obtained the answer keys to the test.

According to Reuters, since 2014, the College Board has delayed the release of scores from Asia six times and canceled exams two separate times—all because exam material had been made available. Surprisingly, the College Board later restricted testing and increased security in other Asian countries like South Korea, where some test leaks occurred, but took no such action in China.

One such student who received an answer key from his Shanghai-based tutoring company bragged about getting a perfect score on one section of the SAT, since he knew the answers to approximately half of the questions in advance.

“The reality is for international students, particularly in Asia, there’s a worry about whether the application is authentic, whether the essay is authentic, whether the person who shows up at your door is the same person who applied,” Joyce E. Smith, chief executive of the National Association for College Admission Counseling told Reuters.

Unfortunately for U.S. colleges and universities, which have struggled to monitor and identify the fraud, reports seem to suggest that cheating only continues once many of these students are on campus or in the U.S.

Schools like the University of Arizona, Ohio State University, and the University of Iowa have experienced cheating scandals involving Chinese students. An analysis by the Wall Street Journal found that records of cheating for international students at more than a “dozen large” U.S. public universities were five times greater than that of American students. At some universities, the reported cases of cheating among international students were eight times higher than domestic students.

In one egregious example, the University of Iowa estimated in 2016 that dozens of their Chinese students enrolled in a service that Reuters reported would complete a lot of the work needed to obtain a university degree, including completing assignments and taking exams.

According to three Chinese suspects who spoke to the outlet, the companies that helped the students cheat were Chinese-run.

Reuters also uncovered similar Chinese cheating services offered to students at Penn State University, the University of Alabama, and the University of Washington. The companies also offered a money-back guarantee to students who did not get As in their classes.

The “Varsity Blues” college admissions scandal in 2019 even involved cases of cheating and visa fraud. The federal government arrested Liu Cai, a Chinese student who attended UCLA, and four other California residents of Chinese descent for using fake passports to impersonate Chinese nationals to take the TOEFL exam, which is required to obtain a student visa.

Some professors have tried to address the cases of academic dishonesty and lack of effort in the classroom, but have faced challenges in doing so.

At UC-Santa Barbara, art professor Kip Fulbeck, who himself is of Chinese descent, faced backlash in 2018 after writing a set of class expectations in Chinese for the Chinese international students. According to the L.A. Times, Fulbeck became frustrated with students sleeping or being distracted by their phones in class, as well as those who left the class and did not come back. Fulbeck began to realize that a significant number of students engaging in such behavior were Chinese international students.

Fulbeck later met with UC Santa Barbara’s Vice-Chancellor and some aggrieved students, but ultimately blamed the school for failing to deal with the increasing number of Chinese students and educating them on American classroom and education standards. He was also not the only professor aware of the rampant cheating among Chinese students.

Paul Spickard, a history professor at UC-Santa Barbara and member of the faculty admissions committee, told the L.A. Times that at a meeting, faculty were told that Chinese students account for one-third of all plagiarism cases on campus, despite only comprising 6 percent of the entire student population. Spickard caught one Chinese student’s plagiarism after the student used old British English colloquialisms and citations that were over 50 years old.

Richard Ross, another art professor at the university, told the L.A. Times that he even resigned over the growing cheating problem.

“My role turned from educator to enforcer, and I didn’t want to do it anymore,” Ross said.

via zerohedge

 

 



MMMM


Students: Yes to Free Speech (But Not If It Offends Anyone)

Posted By: adminon: May 15, 2020

MM
In a new poll from Knight/Gallup, college students from around the country reaffirmed their strong belief in the First Amendment and free speech. But while it may be initially comforting to know that our PC-infected younger generation still understands the value of free expression, don’t pop the champagne cork just yet. Because a deeper look into the survey reveals the truth: These students are only supportive of free speech up to the point that people start getting offended.

Roughly seven in 10 college students regard free speech rights as being “extremely important” to democracy and nearly three-quarters believe colleges should not be able to restrict expression of political views that upset or are offensive to certain groups, the poll found.

Yet it also found 78 percent favor providing safe spaces from threatening ideas or conversations and 48 percent support speech codes that restrict some speech.

What’s more, 71 percent also are in favor of restricting costumes that stereotype ethnic groups and 61 percent support canceling planned speeches because of concerns about possible violent protests.

Uh. Yeah. That’s not free speech. That’s “free speech until I decide you’ve crossed the line,” which is the exact opposite of the First Amendment’s intentions.

According to Sean Stephens of the "Foundation for Individual Rights in Education", the poll’s mixed results show that students don’t have a firm grasp of the real meaning of free speech.

“Survey data on civil liberties almost always demonstrate that people are supportive of civil liberties in the abstract but are often more selective in who or what (as in ideas or content) they grant these rights to when specifics are included. This is particularly the case for the First Amendment and freedom of speech,” said Stephens.

Well, exactly. And these students have been mollycoddled and brainwashed to believe absurd statements like, “Offensive speech is akin to violence.” Once you’ve convinced young people to believe in something like that, getting them to agree that certain forms of speech should be curbed or criminalized is a piece of cake.

And, if these poll results are any indication, progressives  can reach their aims while simultaneously convincing their adherents that they still believe in freedom. Quite a coup.

 



MMM


How can we restore our liberty?

MMM
Fellow American,
Are K-12 schools, colleges, and universities in your state doing enough to provide students with a proper understanding of American history and government—including an understanding of the purposes and principles of the Constitution?

There is reason to be doubtful. There seems to be a decreasing sense of patriotism among young Americans, and an increasing attraction to socialism and other ideas destructive of liberty.

And have you noticed all the disturbing incidents taking place on college campuses, with students resorting to intimidation, threats, and violence to silence speakers with whom they disagree?

Even though many schools are only teaching online due to the recent national emergency, Hillsdale is planning to redouble its efforts for the fall—especially in 2020, a critical year for the future of liberty. We will respond to these disturbing trends by expanding our educational outreach efforts on behalf of liberty—especially for younger Americans. And as we form our strategy this election year we’d like to hear from you:

Please take our brief education survey here »
Please take a few minutes to complete this survey and let us know your opinions on education today »

We have done too many of our young people a disservice by failing to provide them with knowledge of our nation’s great heritage of liberty. Even worse, many of our schools, corrupted by Left-wing bias, have pushed a false history of America as essentially flawed and unjust. This indoctrination will only continue once students return to campuses across the country.

Hillsdale can remain independent and stay true to its mission because it refuses to accept one penny of taxpayer funding—even indirect aid like federal or state student grants and loans.

This frees Hillsdale from burdensome and corrupting regulation, but it also means we are entirely dependent on the support of our friends nationwide.

Will you help us understand how Americans look at education today so that we can plan our expanded outreach in the smartest way possible?

Please take a few minutes to complete this survey and let us know your opinions on education today »

I am deeply grateful for your friendship.

Warm Regards, Larry P. Arnn
President, Hillsdale College

Pursuing Truth - Defending Liberty since 1844
Hillsdale College 33 East College St Hillsdale, MI 49242 USA


Hillsdale College Constitution 101 Course, DVD available

“Constitution 101” is modeled after the course that all Hillsdale students are required to take, and this DVD box set is your opportunity to experience it for yourself. I hope you take advantage of this offer, and I have included a secure link for you here:

https://secured.hillsdale.edu/hillsdale/constitution-101-dvd/

As you know, Hillsdale takes no government funding, even indirectly in the form of student grants or loans. So, your support is essential to expanding our national educational outreach efforts, like free online courses, designed to restore and defend liberty.

Hillsdale College offers free, not-for-credit online courses taught by its faculty.  Course subjects include politics, history, literature, and religion.  Visit  . . . . online.hillsdale.edu 
to enroll in a course and start learning today.

 





Cousin Charts
Family Relationships Explained

July 23, 2019  - by 

 

 

Ever found yourself asking “So what exactly is a second cousin?” or debating with your family and friends about what it means to be a “first cousin once removed”? Use our cousin chart to settle the debate once and for all!

What Is a Cousin?

Cousins are people who share a common ancestor that is at least 2 generations away, such as a grandparent or great-grandparent. You and your siblings are not cousins because your parents are only 1 generation away from you.

Simple enough, right? But what does it mean to have a second or third or fourth cousin?

 

Cousin Chart. Cousins explained

What Is a Second Cousin?

The number associated with your cousin has to do with how many generations away your common ancestor is. For example:

First cousins share a grandparent (2 generations)

Second cousins share a great-grandparent (3 generations)

Third cousins share a great-great-grandparent (4 generations)

Fourth cousins share a 3rd-great grandparent (5 generations)

Quick Tip: Count how many “greats” are in your common ancestor’s title and add 1 to find out what number cousin your relative is. Note that grandparents have no “greats” in their titles, so cousins who share grandparents are first cousins because 0 + 1 = 1. However, keep in mind that this trick only works if you are both the same number of generations removed from the common ancestor.

Sometimes you and your cousin may share a common ancestor, but you each call this ancestor something different. For example, the common ancestor may be your great-grandparent, but your cousin’s great-great grandparent.

This is where the phrase “once removed” comes in handy.

What Does it Mean to be a Cousin “Once Removed”?

To be a “once removed” from a cousin means you are separated by 1 or more generations.

If you look at the cousin chart above, you’ll see that each row is color-coded by generation. You, your siblings, and your first, second, and third cousins are all of the same generation.

You may have noticed that the boxes labeled “cousin once removed” are either from one generation above or below you. You are “once removed” if you are separated by 1 generation and “twice removed” if you are separated by 2 generations, and so on.

Quick Tip: Your parent’s first, second, and third cousins are also your first, second, and third cousins—but once removed. This is because your parents and their generation are 1 above yours. Likewise, your grandparents’ first, second, and third cousins are also your first, second, and third cousins, this time twice removed. This pattern continues throughout each generation. So, for example, a first cousin once removed is either the child of your first cousin or the parent of your second cousin.

Now that you know what to call your distant cousins, use the chart below (click to enlarge) to calculate your cousinship! You can also check out these other ways to calculate cousins.

 

cousin calculator, relationship chart, cousin chart

https://www.familysearch.org/blog/en/cousin-chart/?et_cid=1727030&et_rid=108638282&linkid=textlink4&cid=em-fsn-9874 

Join Our Experts Live on Social Media!

Every Tuesday, Wednesday, and Thursday, FamilySearch is hosting live interviews and updates on social media. Join live on Instagram and Facebook to hear the latest in genealogy and to watch some of our most popular recordings.

https://www.familysearch.org/blog/en/familysearch-live-community/?fbclid=IwAR0icXO-gitTbJnqR8R8FHd9DmeWQ_Oxz
03qdp1oE5StIvBpZ1gGngUvCk%20%20%20%20&et_cid=1727030&et_rid=108638282&linkid=CTA1c&cid=em-fsn-9874

 

 

 

UPDATE JUNE 2020

M
Table of Contents

The Life of Julian Castro, by Eight-Year-Old, Carlos Martinez 
"
Classic Children's Literature", Hilldale's free online course
From "Latino Literacy Now" to "Empowering Latino Futures"
California State Assembly Bill 1460:  Right to Ethnic Studies in Higher Education

55th Anniversary--St. Augustine High School 
New York Times Nabs a Pulitzer Prize for Racist, Fake History Project



The Life of Julian Castro, by Eight-Year-Old, Carlos Martinez

http://texasedequity.blogspot.com/2020/05/the-life-of-julian-castro-by-carlos.html 

            Editor Mimi: Do watch Carlos Martinez share (as) Julian Castro. 
He shares Julian's history feelings with all the skills of a professional  presenter.

Friends, It gives me great pleasure to share with you a cool school packet assignment described below that's great for teachers and is related to a historical person of choice that features a wonderful  video presentation by eight-year-old, second grader, Carlos Martinez, whose project was on U.S. presidential candidate, Julian Castro.

Carlos met Julian last fall, took a picture with him and has been stoked ever since. When the teacher gave him this assignment, he knew immediately who he was going to focus on for his project that requires him to play the role and even dress like him in his video presentation.  

Check out below what the assignment actually consisted of and listen to "Julian's speech" where he kindly acknowledges none other than Carlos Martinez, "a young man with an open hand, waiting for his turn, to take the baton of opportunity forward." My eyes are misting up! 

Maybe someday, Carlos Martinez will be a U.S. presidential candidate himself!   You just never know!?   -Angela Valenzuela

#EthnicStudies #MexicanAmericanStudies #CulturallyRelevantCurriculum  

Here's the email that I got from his Mom today together with assignment components:

Hi Angela, Carlos did the speech as part of his wax museum project for school that you—especially elementary school teachers (Angela's note: That you can download here.) Carlos attends Our Lady Queen of Angels Catholic School in southern California. The teachers mailed a packet 
home with all of the forms the kids would be going through as they did the research for their assignment like a biography, a map, and a portrait, etc. 

The steps of the assignment are below:  
Choose a person from history (living or dead) 
Help your child stay on task in completing the work each day.
Assist in creating the Tri-Fold board (optional) and prepping items to dress up as their person of choice. 

Encourage your child to practice the speech that they will write. 
(It is written in the first person, as your child is assuming the role). Help your child in recording and posting on FlipGrid

Carlos chose Julian as soon as we found out about this assignment in the fall. As part of his research, we even went to see Julian in LA when he had a fundraiser here. I put pictures of his completed assignment below. -


 

 

 

 

 

 

 

 

 


 

 



Classic Children's Literature, free online course
Hillsdale College


Children have a natural sense of wonder and a deep yearning to understand the world around them.  Stories that spark their imagination will have a lifelong influence, which is why it is so important to introduce them to the best stories of our tradition.

Unfortunately, too many of the children’s books written today are either preachy and boring, or silly and foolish. The worst of them present a distorted view of life and the world.

In contrast, classic children’s literature provides profound moral lessons in a way that delights and inspires.

It inspires the young to pursue lives of adventure, friendship, and learning. It provides vivid examples of virtues like courage, moderation, and love.

These stories are indispensable aids in raising young people to have good character and to become good citizens.  That’s why I need your help today.

Hillsdale College has produced a new free online course, “Classic Children’s Literature,” and we need to promote it as widely and to as many families as possible.

“Classic Children’s Literature” discusses eight children’s stories, including favorites such as Aesop’s Fables, Winnie-the-Pooh, Beauty and the Beast, and Treasure Island.

These are stories that every family should read together and cherish—and as one of our lecturers points out, an important characteristic of the best children’s literature is that adults will enjoy it as well.

Presented in nine lectures, this course is also an excellent resource for parents who find themselves home schooling due to the shutdowns of so many schools across the nation—another reason that our promotional efforts must be as well-funded as possible.

“Classic Children’s Literature” will launch June 2, and we have set an ambitious goal of raising $200,000 by May 16 to help promote this important new course, as well as our other educational outreach efforts on behalf of liberty.

As you know, Hillsdale College produces online courses like “Classic Children’s Literature,” without accepting a SINGLE PENNY of taxpayer funding—not even indirectly in the form of federal or state student grants or loans.

This means that our work is entirely dependent on citizens like you—citizens who understand the importance of education to liberty!

Will you partner with Hillsdale College in promoting this significant new online course to American families nationwide? We only have four more days to reach our goal.  I’ve included a secure link for you below to make your best tax-deductible gift: https://secured.hillsdale.edu/hillsdale/support-classic-childrens-literature

We are deeply grateful for your support in extending Hillsdale’s educational mission on behalf of liberty to Americans of all ages nationwide.

Warm regards,  Larry P. Arnn 
President, Hillsdale College
larry.p.arnn@hillsdale.edu 

Pursuing Truth and Defending Liberty Since 1844

Hillsdale College emails. 33 East College St, Suite 500, Hillsdale, MI 49242.

 

 



FROM

"LATINO LITERACY NOW" to "EMPOWERING LATINO FUTURES"

 

For a photo review and calendar of the  2019 Year in Review Content go to: 
https://www.amazon.com/clouddrive/share/2hyCau9qJyBJJlFQy6KvZxDXdFnXm955ZhtJbD
66Tdc/k-HC4JbrRdaOfLYw82ushg?_encoding=UTF8&*Version*=1&*entries*=0&mgh=1
 


MISSION
Empowering Latino Futures (ELF)
is a goal-driven organization focusing on education, community building and content issues affecting underserved communities and working with authors. Our mission is to remove barriers to success and recognize greatness in various fields for Latinos and other underserved communities.  ELF accomplishes its mission by: 
• Creating answers to
educational issues that impact many and that can be
 
replicated by others. 
• Promoting books by
and about Latinos while providing a forum for the needs of
  Latino authors.
• Creating events that educate and entertain diverse communities.
• Providing quality content
and resources that can help alter peoples lives.
• Partnering with appropriate nonprofit, educational, governmental, and corporate
 
organizations

Latino Literacy Now is a 501(c)(3) nonprofit organization that was founded in 1997 and is headquartered in North San Diego County. Over the past few years, we realized that the name “Latino Literacy Now” was not reflective of the various programs that we were offering. 

Our core programs, which have had more than a million participants to date, now fit into four, clear-cut categories: 

Our Author Programs: 
The Int’l Latino Book Awards
(1998) that continues to grow; 
Latino Books into Movies
Awards (2010); 
the Award Winning Author Tour (2014); 
the
Int’l Society of Latino Authors (2015); 
and the NEW Latino
Publishing University (2020). 

We now have these under
the heading: Empowering Authors. 
Our Educational Programs:
Empowering Students (1996); and three programs in development. This division is Empowering Students. 

Our Community Building Programs:
Latino Book & Family Festivals (since 1997); Education Begins in the Home (2015). This division is Empowering Communities.

Our Content Programs:
Latino Events eNewsletter (1999); Latino Reads (2014). This division is Empowering Content.

Recently, our board felt that we needed a name change because of the wide spectrum of programs we operate. After researching a variety of names, the board settled on the name “Empowering Latino Futures” as the perfect name to reflect our various programs. The official transition of the name will take place in January 2020. However, the name “Latino Literacy Now” will still be in use as we complete the transition. We look forward to your thoughts on how to make this transition beneficial to everyone.

EMPOWERING LATINO FUTURES
Table of Contents 

Mission
Why we are becoming Empowering Latino Futures 3
Staff
4
Empowering Latino Futures Board
5
Our Partners 7

EMPOWERING AUTHORS
International Latino Book Awards 8
International Society of Latino Authors 9
Latino Books into Movies Awards
10
Award Winning Author Tour
11
Latino Publishing University 12

EMPOWERING STUDENTS

Empowering Students
13
Kids Succeed When Parents Read
14
Changing the Face of Education
14

EMPOWERING COMMUNITIES
North San Diego County Latino Book & Family Festival 15
Inland Region Multicultural Book & Family Festival 16
Education Begins in the Home
17

EMPOWERING CONTENT
Latino Reads 19
Latino Events Newsletter
20

APPENDIX

2019 Int’l Latino Book Awards Ceremony Program
2019 Int’l Latino Book Awards Winner Press Release
2018 Latino Books into Movies Press Release
2019 North San Diego Festival Program

Empowering Latino Futures 
empoweringlatinofutures.org

Empowering Latino Futures - Home | Facebook 
www.facebook.com › ... › Nonprofit Organization

 



California State Assembly Bill 1460

Extract from: The Right to Ethnic Studies in Higher Education
By Alvaro Huerta
May 15, 2020

 

M
A debate is ongoing in the California state Legislature and higher education about whether or not to mandate an ethnic studies course for undergraduates. More specifically, a state bill, Assembly Bill 1460, introduced by Assembly Member Shirley Nash Weber and co-authored by other members, is pending. If passed by the Legislature and signed by Governor Gavin Newsom, it would make the 23 California State University campuses require all students to take one course of three units in ethnic studies to graduate. (The CSU represents the “nation’s largest four-year public university system.”) As approved by the CSU Board of Trustees in early 2013, CSU students need a minimum of 120 semester units to graduate for most bachelor’s degrees. Hence, if a student is required to take one three-unit ethnic studies course, it only represents 2.5 percent of the total to graduate.

“So why is it racist to oppose ethnic studies, Dr. Huerta?” I’m glad you asked. To answer this question, let’s consider the demographic composition of CSU students.

In fall 2018, the CSU system enrolled 481,210 students, including post baccalaureate and graduate students, of which only 110,570, or 23 percent, were white. That means that the majority, or 77 percent, of the university system’s students were nonwhite. While 76,386 students were Asian/Pacific Islanders, African Americans represented 19,301, or 4 percent, of the student body. And Latinas/os were the largest ethnic/racial group, consisting of 199,521 students, or 41.5 percent, of the total.

Moreover, 21 of the 23 campuses meet the criteria for Hispanic-serving institutions.
Thus, why would the opponents of ethnic studies deny a majority of racialized (or “otherized”) CSU students the opportunity to learn about their histories, struggles and successes in this country . . .

http://voiceofthemainland.blogspot.com/2020/05/alvaro-huerta-right-to-ethnic-studies.html 



55th Anniversary--St. Augustine High School

On Tuesday, May 26, 2020, I will remember with affection and warm feelings the 55th Anniversary of my high school graduation.  I still have very fond memories of that special occasion because it was the accomplishment of the first goal of my life.  And these unforgettable memories are especially more meaningful since we did not have a school yearbook.  On that warm and breezy evening of Saturday, May 26, 1965, I stood outside St. Augustine Church with my fifty classmates lined up in alphabetical order.  We all proudly stood in line wearing our Navy blue cap and gown.  The commencement exercise was scheduled to begin at 7:30 P.M.  Of the forty-one first graders who started with Sister Elvira in the fall of 1953, only fifteen stayed together all twelve years:  Salvador Aguirre, Julio Cantú, Gloria Chavarria, Cordelia Dancause, Rosalinda Durán, Belisario Guerra, George Guerra, George Juárez, Evelia Martínez, Rosario Mendez, Josephine Morlett, Héctor Nava, Juanita Rocha, Petrita Treviño, and I.
My other graduating classmates were:  Juanita Acona, José Francisco Benavides (d), María R. Benavides, Leticia Carrasco, Guadalupe Flores, Alma Fisher, Juanita Gamboa, Juan José García, Alejandra Garza, José H. Garza (d), María Teresa González, Lina d' Gornaz, Judith Gutiérrez, Rosa María Maldonado, Elvira Mendoza, Sara Meza, Faraon Muñoz (d), Anita Nieto, Yolanda Peña, Judith Pérez, Baltazar Ramos (d), Diana Rivera, Raquel Rodarte, Minerva Rodríguez, Joe Sáenz, Guadalupe Saldaña, Ma. Ester Salinas, Felipe Sánchez, Tennie Singleton, Otila Treviño, Laura Vásquez, Mary Villa (d), Gustavo Villarreal, Avis Wharton, Alfredo Zapata (d), and Alex Zuñiga (d).  
The culmination of attending St. Augustine School for twelve years made me realize that what I really liked was the structured and disciplined life the school provided.  And for the successful achievement of twelve years of rigorous academic study, I owe it to my parents’ personal and financial sacrifices, Peter and Lupe, my classmates, and my friends from the Barrio El Azteca, and to these wonderful and dedicated Sisters of Divine Providence—the best teachers in the world, and to the priests from the Oblates of Mary Immaculate, and lay teachers, for maintaining high academic standards:  
 
1st grade--Sister Elvira (Sister Rosa Ruiz) 
2nd grade--Sister Gilbert 
3rd grade--Miss Margarita Bazan
4th grade--Sister Emmanuel 
5th grade--Sister Virginia 
6th grade--Sister Rosalia 
7th grade--Sister Praxedes 
8th grade--Sister Elizabeth Marie/ Sister Aquilina 
9th grade thru 12th grade--Sisters Goretti (Sister María Guerra), Aquilina, Caroline, Mariam Fidelis, Bonaventure, Clementia, and Casilda; Fathers Antonio Martínez, Dan Moreno, Luis De Anda, Henry Janssen, and Joseph Kennelly; Miss Genoveva González, Coaches Arturo Nava, Homero Adame, and Jerry Janert, and lay teacher Mr. Alejandro Pérez.
Once the two heavy wooden doors opened, we could hear the organist playing the processional march.  We walked down the center aisle to our designated pew, which was nicely decorated with a big white bow.  I sat at the edge of the long wooden bench and next to me, but on the other side of the white cord, my parents and my paternal grandparents and my sister Lupe were already seated.  A High Mass commenced the graduation ceremony with all the pomp and circumstance.  
Very Reverend Antonio Martínez, O.M.I., Superintendent of the school, was the celebrant assisted by Deacon Reverend Pierto Romanato, Pastor of Mother Cabrini Parish, and Subdeacon Reverend Agustín Pérez, O.M.I., Pastor of Holy Redeemer Parish.  The Baccalaureate Address was given by Reverend William Grant, O.M.I., Chaplain at Mercy Hospital.  After the conclusion of the High Mass, the benediction of the Most Blessed Sacrament took place followed by the hymn, "Holy God, We Praise Thy Name."  Reverend Louis DeAnda, O.M.I., the school director, was the Master of Ceremonies for the awarding of the diplomas with the assistance of Sister Victorine, the school principal.  Towards the end, the organist again played the processional march as we walked down the center aisle and out of the church with a big smile on our faces.  
I felt extremely proud to have received a high quality Catholic education, to have been a part of the blue and white, loyal and true for twelve years.  Cheers for St. Augustine School--to the school I love!

With affection and warmest best wishes, 
Gilberto Quezada 
JQUEZADA@satx.rr.com

 



NY Times Nabs a Pulitzer Prize for Racist, Fake History Project

 


Writer and non-historian Nikole Hannah-Jones won herself a Pulitzer Prize award on Monday for an essay that kicked off the New York Times’ faux-history sham, The 1619 Project. This project, which has been lambasted by actual historians as landing somewhere between misleading and outright fiction, makes the argument that American history begins not with the Revolutionary War but with the introduction of slaves to the New World. Additionally, Hannah-Jones and her hand-picked writers make the case that the war was indeed not fought to secure American independence…but rather to retain the institution of slavery.

“Our democracy’s founding ideals were false when they were written. Black Americans have fought to make them true,” wrote Hannah-Jones in the essay that won her the prize. “Conveniently left out of our founding mythology is the fact that one of the primary reasons the colonists decided to declare their independence from Britain was because they wanted to protect the institution of slavery.”

Under pressure from historians and, well, the actual facts, Hannah-Jones later corrected the essay to note that only “some” colonists were fighting to preserve slavery.

Responding to news of the award, writer Andrew Sullivan marveled: “How many Pulitzer prizes have gone to essays that have had to subsequently publicly correct one of their core claims? Or been challenged by every major historian in the field, right and center and left?”

One of the historians who argued publicly against Hannah-Jones’s original 1619 claims was Northwestern University’s Leslie Harris, who was otherwise sympathetic to the goals of the project.

“On August 19 of last year I listened in stunned silence as Nikole Hannah-Jones, a reporter for the New York Times, repeated an idea that I had vigorously argued against with her fact-checker: that the patriots fought the American Revolution in large part to preserve slavery in North America,” Harris wrote in Politico. “I vigorously disputed the claim. Although slavery was certainly an issue in the American Revolution, the protection of slavery was not one of the main reasons the 13 Colonies went to war.”

In a country that regards Abraham Lincoln as an undisputed hero and the cause of the North in the Civil War to be righteous and worthy of celebration, it’s hard to imagine that historians would somehow hide the fact that the Revolutionary War was really about slavery. Indeed, it defies common sense, and it is a notion based less on the historical record and more on the emotional wokeness of modern day American liberals.

For The New York Times to have published this project uncritically is another black mark on their rapidly-deteriorating reputation. For public schools to consider adding the 1619 Project to their curriculum is a sign of just how dangerously the left’s identity politics have infected our education system. For the Pulitzer committee to actually enshrine this fiction with their prestigious award shows you that leftist historical revisionism is a global problem with inevitably grim consequences.

http://totalconservative.com/ny-times-nabs-a-pulitzer-prize-for-racist-fake-history-project/


 

UPDATE MAY 2020

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Table of Contents
In rural California, children face isolation, hunger amid coronavirus school closures
No, Harvard, Home schooling Should Not Be Banned by Nicole King
Colton, California Oral History Project 
Free online course, “The Great American Story: A Land of Hope,”

 

In Rural California, 
children face isolation, hunger amid coronavirus school closures

Educator Gilberto Sanchez sent a series of items on the topic.  
gilsanche01@gmail.com 


In rural California, children face isolation, hunger amid coronavirus school closures in the
Trinity Alps Unified School District



Delaney Curran, 3, and Lily Wallgren, 8, give a thank you card to Principal Katie Poburko  Weaverville Elementary School in California.

(Morgan Kennedy / Trinity Alps Unified School District)
By HAILEY BRANSON-POTTSSTAFF WRITER
APRIL 22, 2020

With schools closed because of the coronavirus, educators in vast stretches of rural California are struggling not only to teach their students but to reach them.

From the mountain hamlets of Northern California to the farming communities of the       Central Valley to the desert towns near the U.S.-Mexico border, small schools are           grappling with how to serve far-flung, impoverished students with less access to at-home internet, spotty cell phone service and who rely on schools to feed them.                           

In Trinity County, some bus drivers are traveling up to 1.5 hours along winding mountain roads to deliver two meals per day to families who can’t afford to drive into town. In Siskiyou County, students are dropping off homework on teachers’ front porches. In Tulare County, one tiny district hurriedly installed internet antennae throughout town, including the roofs of some houses.

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In rural Northern California, dread and denial greet coronavirus’ slower creep
April 4, 2020

Students in one district are riding out the coronavirus outbreak with family in Mexico, where they can get better internet service.


“We don’t know where we’re going, how we’re going to get there or what it’s going to look like at the end,” Katie Squire, a second-grade teacher in the Kings County town of Avenal, said of teaching during the pandemic. “It’s like flying the plane and building it at the same time.”

The pandemic has widened the gulf between the digital haves and have-nots, said Niu Gao, a researcher for the Public Policy Institute of California. In rural California, some 41% of households with school-age children do not have broadband access at home, much higher than the statewide average of 27%, Gao said.

Broadband infrastructure can cost more to build in remote places with fewer customers, and families have fewer service providers and prices to choose from. In some areas, Wi-Fi hotspots do not work.

California rural schools coronavirus


Bus drivers load up meals to be handed out to students in the Trinity Alps Unified School District.

(Morgan Kennedy / Trinity Alps Unified School District)

State officials, who last week convened a new task forced aimed at closing the digital divide, are far behind in a race to provide computers and internet connectivity that California students need to finish the school year remotely. Although 70,000 computers and 100,000 hotspots have been pledged to date, officials say it is not enough.

The state estimates that more than 400,000 more computers and hotspots are needed and that 200,000 additional households with students are without them. Other surveys put the need even higher.

“Rural California has been screaming from the top of our lungs about the digital divide for years,” said state Sen. Mike McGuire (D-Healdsburg), who represents seven counties stretching from Marin north to Del Norte.

“Once this pandemic is over, my hope is this: that the needs of rural California have been exposed and we open up a sustained effort to connect schools in rural communities with high-speed internet.” Gary Mekeel is the superintendent of the Alpaugh Unified School District in Tulare County, which serves some 350 students, many from field-worker families. Redwood Springs Healthcare Center


Rural California hoped to be shielded from coronavirus. Now Tulare County has an outbreak

April 9, 2020
After campuses closed, the district cut spending for other student programs and spent just over $50,000 to install about 40 internet antennae throughout the town of 1,000 people and to buy hotspots for more isolated families, Mekeel said.

“With COVID-19, we just decided to go into the reserves to get it done,” he said. “I’m not complaining, but that’s a huge expenditure for a little district.” The antennae now stand on the school and atop the fire department and local library. Some sit on families’ homes.

“Every family that we asked — I’m not sure any of them own their homes, but they gave us permission,” Mekeel said. “At least for now, the town’s covered. That happened in two weeks.”

Rindy DeVoll, executive director of the nascent California Rural Ed Network, said that even before the COVID-19 pandemic, educators in rural schools with fewer resources were overwhelmed because they “wear so many hats” — like teaching several grade levels or having one special education teacher serve an entire district.

“The superintendent or principal may know every student in the district,” she said. “Sometimes we have that sort of isolated feel. ... There’s a real sense of independence. But if you need help? We’re right there for you. That bleeds over into the school systems. The schools really are our community centers.”

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The San Pasqual Valley School District is a “wraparound district” that offers services far beyond classroom teaching, said Superintendent Rauna Fox. (Rauna Fox / San Pasqual Unified School District)

Rauna Fox, superintendent of the San Pasqual Valley Unified School District in Winterhaven, said it is “the epitome of a wraparound district,” providing services that go far beyond classroom teaching.

About half of the Imperial County district’s roughly 700 students are Native American and most of the others are Latino, Fox said. Virtually all of them qualify for free breakfast and lunch. Until the pandemic struck, the district offered dinner to all children in the community, whether they are enrolled or not.

Although Winterhaven is a few minutes from Yuma, Ariz., many families rely on Medi-Cal for healthcare, meaning that rather than cross the nearby state border for dentist or eye doctor appointments, they have to travel an hour west to El Centro.

Before the pandemic, school district employees often drove students whose families lacked transportation, along with a parent or guardian, to those appointments.

Fox said she’s not sure whether the district can offer that service once schools reopen given that the trips require people to sit close together at a time when social distancing is needed to slow the spread of the coronavirus.


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L.A. school district confronts $200 million in coronavirus costs and a grim budget future
April 20, 2020

Fox said that no more than 40% of her students have reliable internet access at home. Before the coronavirus, students would come to campus before school or stay afterward and use the internet to complete assignments.

A private service provider was set to build a 180-foot tower in Winterhaven by the summer through the 


BorderLink project to provide free online access to students. But in a cruel twist, the pandemic put construction on hold just as schools were switching to distance learning. Some students, Fox said, are staying with family in Mexico — where they can find better internet service.

Squire, the second-grade teacher in Kings County, said she worries about her young students not having basic learning supplies during the pandemic. She teaches in the Reef-Sunset Unified School District in Avenal and said the closures happened so abruptly that students were unable to pick up items like paper and crayons.

“Maybe a family can go to the dollar store and get a package of paper, but is that going to be a priority?” she said. “It’s part of dealing with a community that has an extremely low income.”


In Siskiyou County, home to some 43,000 people in a place eight times larger than Orange County, there were only five confirmed cases of the coronavirus infection as of Tuesday. Marie Caldwell, superintendent of the Scott Valley Unified School District, said families “are getting antsy, asking why we are still closed.”

“We’re very isolated,” she said. “Families can’t just walk around the corner to the grocery store. Food insecurity was already a pretty big concern in our county.”

As the length of the pandemic stretches and more people lose their jobs, the number of families relying on school-provided meals is growing, she said.


The Scott Valley is surrounded by mountains. Cell service is bad. Wi-Fi hotspots don’t work. Many families use satellite for internet, but it is slow and buggy.

Regina Hanna, principal of Etna High School in the Scott Valley district, said some students are relying on printed homework packets and phone calls from their teachers. Some school vans that are delivering meals also pick up schoolwork from students. Hanna accepts homework in her home mailbox.

Her school has also worked with the Etna Police Department to do welfare checks on students. But some students, and their families, have fallen off the school’s radar.


Morgan Kennedy / Trinity Alps Unified School District

Mold recently was found in the ceilings, carpets and walls in buildings in the Trinity Alps Unified School District. (Trinity Alps Unified School District)

In mountainous Trinity County, where there were no confirmed coronavirus cases as of Tuesday, the pandemic has added to an already devastating year for students in Weaverville.

School bus drivers are continuing their regular routes to deliver meals. During spring break, the district provided 3,500 meals for local children, whether they are enrolled or not.

“Thirty-five hundred meals tells you how much COVID-19 has hit this proud town,” said Trinity Alps Unified School District Supert. Jaime Green. “They can’t afford to go to the market because they’re not working. These are little babies. We have to feed them.”

Last summer, the county shut down the campuses of Weaverville Elementary and Trinity High School after the discovery of toxic black mold in the walls, the ceilings and the carpeting.

The district had to rent about 30 portable buildings for classrooms and offices while also trying to rebuild the two gutted campuses. The district “almost went bankrupt,” Green said. It cut supplies, depleted its reserves, laid off staff and decided not to replace some staffers who resigned or retired. But he thought they had turned a corner.

“We were finally at a point where we were going to be OK. We had to let staff go, had to downsize, and it was like, ‘OK, we’re going to be all right,’ ” Green said. But the coronavirus outbreak, he said, is going to crush the district’s already stripped-down budget.

“When you get this low,” Green said, “it is really hard to keep functioning.”

 


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No, Harvard, Homeschooling Should Not Be Banned
by Nicole King
April 21, 2020


In what seems a pretty nasty move in months where most Americans are thrust suddenly and unforgivingly into their new roles as temporary homeschoolers, Harvard Magazine published an essay calling for “a presumptive ban” on homeschooling in the United States.

The short essay summarizes a much longer work by Elizabeth Bartholet, Wasserstein public interest professor of law and faculty director of Harvard Law School’s Child Advocacy Program. “Homeschooling,” Bartholet believes, “not only violates children’s right to a ‘meaningful education’ and their right to be protected from potential child abuse, but may keep them from contributing positively to a democratic society.” Whereas in countries such as Germany, which outlaws homeschooling altogether, or France, which gives mandatory annual tests to homeschooled students, the United States is “essentially an unregulated regime.” This creates the perfect environment, Bartholet writes, for potential child abusers, who can keep their children at home and away from the watchful eyes of mandatory reporters like teachers or other education personnel. Furthermore, up to 90 percent of those homeschooling in the United States “are driven by conservative Christian beliefs, and seek to remove their children from mainstream culture.”

Bartholet insists she still believes parents should have “very significant rights to raise their children with the beliefs and religious convictions that the parents hold.” “The issue is,” she continues, “do we think that parents should have 24/7, essentially authoritarian control over their children from ages zero to 18? I think that’s dangerous.”

This essay is dangerous and outright offensive and incorrect on a variety of levels: 

First,
it is a blatant attack on parents’ rights, along with the assumption that education personnel protect children better than do their parents. As I have documented, children are actually safest when they are with their married, biological mother and father. Almost all abuse, sexual or physical, occurs outside this parameter. And a letter to the editor of Harvard Magazine published at the Foundation for Economic Freedom highlights the abuse that children in traditional school settings endure, including bullying and even abuse at the hands of teachers and administrators.

Second, the countries that Bartholet cites as holding up children’s “rights” by prohibiting homeschooling are infamous for their poorly documented, hasty, and heartbreaking child seizures. Michael Farris, co-founder of the Homeschool Legal Defense Association and current CEO of Alliance Defending Freedom, has written for a forthcoming issue of The Natural Family (a publication of the International Organization for the Family) of the horrors endured by the Wunderlich family of Germany. On August 23, 2013, a group of 33 police officers and 7 youth welfare officers threatened to use a battering ram against the door of the Wunderlich family’s home. Once inside, they shoved the father into a chair and seized the family’s four children, all for the crime of homeschooling them. One officer pushed aside the mother as she tried to kiss one of the daughters goodbye, saying “Too late now!” The children remained away from their parents for over a year, and the case is still being heard at the European Court of Human Rights. Cases like this are not uncommon in more “tolerant” nations that forbid or tightly regulate homeschooling.

Third, this essay gets very wrong a number of positive things about homeschooling. It is increasingly diverse, as studies have shown that up to 32% of homeschoolers are non-white/Caucasian. Homeschoolers also tend to do better on standardized tests and graduate college at higher rates. Another study found that “Compared to children attending conventional schools . . . research suggests that [homeschoolers] have higher quality friendships and better relationships with their parents and other adults. They are happy, optimistic, and satisfied with their lives.” And as for preparation to participate in a democracy, research also demonstrates that homeschoolers volunteer, attend public meetings, and vote at higher rates than do members of the general population.

In short, Professor Bartholet is relying on outdated statistics, faulty narratives and misconceptions, fear-mongering, and cherry-picking of a few nasty and tragic stories to make her points. Parents across the United States (and the world) can breathe a sigh of relief: Your currently homeschooled children are not suffering because they’re at home. In fact, they may be doing much better. And if you, their parent, the one who knows and loves them more than any educator ever could, decide come August that homeschooling is the best route for them, be comforted in knowing that the elites at Harvard Magazine are more concerned about maintaining the status quo of the highly powerful education machine (including universities, teachers unions, public offices, etc.) than they are about your actual children.

~ Nicole King

Nicole M. King is the Managing Editor of IOF's journal, The Natural Family: An International Journal of Research and Policy, the United States’ leading journal of family-policy research. In that capacity, she writes, edits and corresponds with editors and contributors to ensure that each issue provides the most relevant and accurate research and policy analysis available. Nicole holds a B.A. in English as well as M.A.s in English and Political Theory. She has contributed to The Front Porch Republic and Chronicles: A Magazine of American Culture.

https://www.ifamnews.com/en/no-harvard-homeschooling-should-not-be-banned/ 



Colton, California oral history project 

Tom Rivera

Log onto https://scholarworks.lib.csusb.edu/colton-history for an example of an oral history project that yielded a picture of life in a 1.3-square-mile ethnically segregated community within the city limits of Colton, California, 1890-1960. Study conducted by Henry Vasquez, Frank Acosta, and Dr. Tom Rivera in partnership with Pfau Library, California State University, San Bernardino. Ready and happy to share details of the ease and minimal cost involved in the project and how even non-history professionals can contribute significantly to the preservation of our history. Contact Tom Rivera at tomrivera1@yahoo.com .





“The Great American Story: A Land of Hope” 

Fellow American,

As I write you, here at Hillsdale College, our students are home and unable to return due to the coronavirus.

We have a tight-knit community with a common mission and a shared purpose here at Hillsdale. It is a community of a kind rare today in American higher education, and we will not allow it to be lost for any reason.

Nor will we lose sight of the fact that the activity of teaching and learning that goes on here is vital to the nation. Allow me to tell you why.

There’s a unique feature on Hillsdale College’s campus called the Liberty Walk—a brick path guiding visitors past over-life-size statues of historic champions of liberty.

In front of my office building is a statue of George Washington. Inscribed on its base is a quote from John Adams, spoken after Washington’s death:

“[Washington’s] example is complete,” Adams said, “and it will teach wisdom and virtue to magistrates, citizens, and men, not only in the present age, but in future generations, as long as our history shall be read.”

Not that long ago, Americans couldn’t have imagined a day when our nation’s great history ceased to be read. Today, sadly, it is no longer hard to imagine.

I’ve recently written about the state of American K-12 education—about how it’s been in decline for decades, even as more and more tax dollars have been thrown at it.

I’ve also written about The New York Times’ “1619 Project,” a project aimed at subverting the teaching of history in American elementary and high schools nationwide. One of its key claims is that America was founded in 1619, the year the first slave arrived, rather than in 1776 when we declared independence from England and proclaimed that “all men are created equal.”

In other words, according to the “1619 Project,” the central feature of America is not freedom, but slavery.

Given the biased and dishonest ideology prevalent in our colleges, universities, and increasingly our K-12 schools, is it a surprise that so many young Americans feel less of a patriotic attachment to their country? Instead, they are increasingly attracted—out of ignorance—to ideas like socialism that are destructive of liberty.

Ronald Reagan, who also has a statue on Hillsdale’s Liberty Walk, once said: “Freedom is never more than one generation away from extinction.” What Reagan meant is that it is not enough to pass liberty on to the next generation—we must also prepare that generation to preserve and pass on liberty themselves.

We are failing at that duty if we do nothing to combat the teaching of biased and distorted history to young Americans.

That’s why I hope you’ll help Hillsdale promote our newest free online course, “The Great American Story: A Land of Hope,” to millions of Americans—especially younger Americans—nationwide.

This course, taught by Dr. Wilfred McClay, presents a full and unbiased account of America’s past, providing a powerful counterweight to “fake history” such as The New York Times’ “1619 Project.”

Hillsdale College produced this new online course in the belief that a proper understanding of America’s great heritage of liberty is essential to intelligent patriotism, which is itself essential to preserving free government.

As you know, we produce these online courses, as we do all of our work, while refusing to accept ONE PENNY of government support—not even indirectly in the form of federal or state student grants or loans. NOT. ONE. PENNY.

This independence frees us from volumes of burdensome federal regulation, but it also means that all of our work—including our national outreach efforts on behalf of liberty—is entirely dependent on the support of private citizens, like you, who understand the importance of education to liberty.

So, will you please consider helping Hillsdale promote “The Great American Story: A Land of Hope” with a generous tax-deductible gift?

We have set an ambitious goal to invest in the promotion of the new free online course, as well as to advance Hillsdale’s other educational outreach efforts on behalf of liberty.

Your generous gift today will ensure that this new online course has maximum impact and reach—especially among younger Americans—as well as supporting Hillsdale’s other national outreach efforts on behalf of liberty.

You can make your tax-deductible gift using this secure, convenient link: https://secured.hillsdale.edu/hillsdale/support-great-american-story


Thank you for your partnership in setting the record straight about America’s great heritage of liberty.

Warm regards, Larry P. Arnn
President, Hillsdale College
Pursuing Truth and Defending Liberty Since 1844

P.S. I should also let you know that for a special gift of $500 or more today, you can have a personalized brick placed on Hillsdale College’s Liberty Walk, which I mentioned above. This special feature of campus has statues of historic champions of liberty, including Washington, Jefferson, Lincoln, Churchill, and Reagan.

The brick can be engraved with your name or that of a loved one and will commemorate your partnership with Hillsdale in setting the record straight about American history and defending liberty through education. Simply use the link above to make your gift of $500 or more, and we will have a brick placed with an inscription of your choice.

Hillsdale College. All rights reserved.

 

 

 



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UPDATE APRIL 2020
Table of Contents: Education

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Nuestra historia project Gil Chavez

Book: “American Independence The Spanish Secret” 
by Liz Strassner and Barbara Wiley.

Book: “Bernardo de Gálvez Spanish Revolutionary War Hero” 
by Michelle McIlroy.

Book: Understanding Basic Economics: Democrats, Progressives and Socialists,
New essay (Part 8) by Bruce Hendry

Breath of Fire, Staged Stories

The Latino Family Literacy Project

School of Arts cuts ties with Santa Ana Unified

Bi-National Parent Leadership Institute

New auto-ethnographic account on brown-black relations 
by Álvaro Huerta, Ph.D.

Public Schools Are Teaching The 1619 Project in Class

FamilySearch: Spain Spain Marriages, 1565-1950

Marcelo Suárez-Orozco, Ph.D. appointed a dean in the California public university system

“Witness for Survival: Existential Choice and Action Constructing Historical Mega Events” Essay by Dr. Juan Gómez-Quiñones

High School Ethnic Studies Graduation Requirement State of California by Carlos E. Cortés

UCLA, Division of Humanities received a $25 million gift from Tadashi Yanai

“DO IT”: Carmen Tafolla’s first Official Poem as San Antonio Poet Laureate

Damian J. Fernandez, chancellor of Pennsylvania State University at Abington, named president of Eckerd College, in Florida.




Nuestra historia project
Gil Chavez
Apr 16, 2020 
 
Henry Louis Gates Jr has produced a television series which chronicled the history of African Americans. He has also made a genealogy based series with a focus on helping African Americans and others learn about who their ancestors were, including their earliest presence in what is now the USA, of their inspirational, heroic struggles and their accomplishments. The Gates series uses a mix of interviews, oral histories, vintage photographs, films and artifacts to tell their story.

Americans. He has also made a genealogy based series with a focus on helping African Americans and others learn about who their ancestors were, including their earliest presence in what is now the USA, of their inspirational, heroic struggles and their accomplishments. The Gates series uses a mix of interviews, oral histories, vintage photographs, films and artifacts to tell their story.

  Mexican Americans and other Latino and Hispanics (or whatever term you prefer)  have also chronicled their history in noteworthy publications,and visual media. But, to date (2020) a much needed ongoing series similar to that of Gates has not yet appeared.
  These observations are not a call to strictly mimic the presentations of others. Neither is it suggesting that there are no examples to follow,but instead to use what is useful as a sort of template and "spring board" to share the history of our forefathers and "foremothers" to inform and inspire generations to come.
  There are numerous local and family histories of achievements and triumphs over adversity which need to be gathered, and retold or else they will be lost and forgotten. Those stories are also a testament to our contributions and accomplishments which have greatly benefited the USA.
    With reference to contributions, perhaps one of the most telling is the number of the sons and daughters of our communities which have made the ultimate sacrifice in military service to this nation. But there are numerous other, often unheralded contributions in other areas such as inventions,science,the arts and literature which have often been unrecognized, down played, ignored,or with undeserved credit claimed by others.
  Could it be that many of our youth who drop out of school might be inspired to further study and greater accomplishments if our presence and actions were not limited to some lip service mention in not only history classes but also in such fields a science, literature and the arts?
  How many of us have been directly or indirectly been told by people who actually believe something such as  "your people never did anything worth while, except maybe to work hard"?
  Media negative media stereotypes have diminished,but they still exist. How many of us would like to see portrayals of ourselves in motion pictures and televisions programs by us as something beyond the drug addicted gang banger, or the sexual objectification of some "sensual, spitfire, senorita."
  And, with reference to movies and video I'm reminded of a discussion once overheard regarding the late actor Jose Gonzales Gonzales. Someone complained that he often took on roles which portrayed him as a clownish buffoon type, which degrade his race. But others also remarked that such roles were often the only ones available to someone like him who needed to feed his family with whatever work was available.
  I believe it was the John Wayne Rio Bravo which allowed Don Jose his finest hour. In that role he portrayed the owner of a hotel in a "Cowboy Hotel." In one scene the character portrayed by John Wayne was preparing for an attack against him and his friends by outlaws.
  Wayne began giving orders for preparing to fight their adversaries. But when he came to giving orders to the hotel order there was no obsequious, "Si senor patron" reaction by the hotel owner who although willing to aid in the defense, put Wayne's character in his place. He let Wayne's character know that while he might "run the show outside of the hotel, in his hotel, he was the one in charge." Let's have more portrayals of such real life,rather than one dimensional portrayals of nuestra gente.
  Perhaps a coast to coast,and regional online or teleconferencing to organize,define and produce  series of positive history based programs will ultimately bear fruit. They might become a series of classics to inspire future generations rather than a foot note to be "dusted off" to be shown during Hispanic Heritage month to demonstrate "tolerance and sensitivity"  before it is back to "business as usual.
 This is not the first nor the last of proposing and championing such ideas.  We have had pioneers who have often given their lives and fortunes for such causes. Let us honor them, their struggles, accomplishments, and even their well intended failures. Failures not their fault,but because time was not on their side.  But, let us ask the age old question again,for ourselves and our posterity about the "Right time." "If not now when?"

 



“American Independence The Spanish Secret”

There is a new coloring book on the market titled, “American Independence The Spanish Secret” by Liz Strassner and Barbara Wiley. The pages are written from the perspective of the children of those involved in the American Revolution.


The cover of the book was taken from a photo of the Granaderos y
Damas de Gálvez, San Antonio Chapter Fife & Drum Corps that was marching in a parade in 2012.


Another new book that hit the market recently is
 
“Bernardo de Gálvez Spanish Revolutionary War Hero” 
by Michelle McIlroy.


This book is part of a series titled, Our Voices: Spanish and Latino Figures of American History. It is aimed at children ten-to-thirteen years of age and from grade levels six and up.

It is encouraging to see so many books about Gálvez being written these days, as we continue doing our part to educate the public about Gálvez and Spain’s participation in the American Revolution. As with the coloring book mentioned above, we have to believe that people are noticing our efforts and are motivated by what we do.

Sent by Joe Perez 
www.granaderos.org

Order of Granaderos y Damas de Gálvez
San Antonio Chapter

 



UNDERSTANDING BASIC ECONOMICS
Democrats, Progressives and Socialists
New essay (Part 8) by Bruce Hendry
 Links to previous chapters below this article.
Edited slightly by Mimi

 

19. Economic Fundamentals.

One of the dangers to our democracy is the total lack of understanding of basic economics. Most K-12 teachers can’t teach economics because they don’t know it. Yet every organization from a children’s lemonade stand to the largest company, and of course to a country, is subject to immutable and unseen laws of economics. How can you possibly understand the implications of your political decisions if you don’t have any understanding of their economic impact?

Economics is simply the quantification of human behaviors and decisions. Economic conservatives believe in making decisions based upon facts, logic and the idea of a free market system. Democrats believe in making decisions based upon wishful thinking, emotions and socialism. Both groups say that they are for equality for all citizens and are against discrimination in their societies, but they have different views of what is meant by “equality.” The free market conservative group thinks that everybody should have an equal opportunity to succeed, while the socialist Democratic group believes in equal outcomes, must be enforced by the power of the government.

Understanding beginning economic theory is foundational to understanding what actually works in a society. This understanding is necessary in order to dispel the wishful thinking, denial, and community-held mythologies that result in electing officials that codify things that don’t work or are actually hurtful to those that the laws are supposed to help.

In a free enterprise system, you will have big economic disparities between its citizens. The freer the country, the bigger the disparities. Socialism and communism will level these disparities by bringing down the rich and educated to the level of the poor and uneducated, but then you will not have an economic model that produces the quality or quantity of goods and services that we enjoy today in a free market society. Democrats do not teach, and perhaps do not know that wealth does not exist, but is created, and that the free enterprise system is the supercharged engine of wealth creation.

Communists, socialists, collectivists, the Left, the New Left, Democrats, progressives, Democratic Socialists, the Socialist Workers Party -- these are all members of basically the same political ideologies. They just go by different names. The name changes because socialist theories don’t work and to pretend that they are something different from the socialist failures of the past, they are constantly giving themselves and their agendas new names. But the fundamental schemes they have for implementing their wish lists remain the same. 

In a socialist economy, the rich are pulled down to the level of the poor so that everyone is the same. Politicians and government officials become the new elite, and the free enterprise engine of wealth creation is shut down. In a socialist society there are only two classes, the rulers and the ruled.

Why is there an economic disparity? For lots of reasons, some to do with the luck of being born smart or having parents that care. Other causes are that some people invent, create, and/or get a better education than their competition; other people delay pleasures for longer term advantages. These are society's producers and we should embrace and treasure this group, rather than vilify them as the Left does.

The danger of believing in this imaginary future of equal outcomes is that in order to achieve this goal, individual freedoms will have to be given over to governments who can then force the ideal of equal outcomes. The Soviet Union, Cuba, North Korea and Venezuela -- all impoverished socialist states -- are modern examples of the failed ideology of the Left.

The Soviet Union was a socialist system. The state owned the factories, and all employees were government employees that were paid in the same way no matter how good or bad they were. These workers couldn’t be fired. This is the system that we use today in the public schools, and its failure should not be a surprise to anyone who understands that the public school system is a socialist system – and therefore destined to fail.

Although this socialist idea gets tried over and over again and fails over and over again, the experiments in socialism continue to this day and it has an army of advocates. In the Soviet Union it took 70 years for the socialist system to collapse. In the process it ruined hundreds of millions of lives.

The same can be said of modern-day Cuba, where thousands risk their lives each year to escape that socialist paradise. We can say the same thing for England before Margaret Thatcher, communist China and socialist India. Argentina and Venezuela should be the wealthiest countries in South America because of their natural resources, but they are impoverished because of their socialist system.

A real life experiment that matches capitalism with socialism is in Korea. After the Korean war, both North and South Korea lay in ruins. North Korea chose socialism and South Korea chose capitalism. South Korea now has 40 times the GDP per capita as socialist North Korea. That’s not a misprint. South Korea has 40 times the production per person as the socialist North Korea. North Korea has reached the progressive dream of equal outcomes by bringing everyone except the dictators into poverty. North Korea did this by creating two classes in their society, the rulers and the ruled. Cuba suffered the same fate. That is always where a progressive agenda leads.

In 1998, a politician from Venezuela named Hugo Chavez promised free stuff to poor people and they elected him and loved him for his false promises. But in the next 18 years the number of people who were considered poor rose from 58%, when Chavez was elected in 1998, to 78% today. This despite the fact that Venezuela is sitting on one of the largest oil deposits in the world.

The poor are not poor because the rich are rich. Nor are the rich undeserving. Most of the rich have contributed brilliant innovations or other expertise to America’s well-being. We all live better because of people who were rewarded with wealth, like Steve Jobs, Bill Gates and Sam Walton. It’s always been that way, and historically we could say the same about Henry Ford, Thomas Edison and Andrew Carnegie who all got very rich, because they left all of us better off. When the rich consume wealth, they provide jobs and business for others. But they produce much more than they can consume, which leaves billions to invest in businesses that benefit everyone else as well. Taking away their wealth kills their investments and hurts everyone. This is the sad story of socialism wherever it has been tried.

Some say that millionaires and billionaires are not “paying their fair share.” That statement is a bold lie. Let’s take a look at the actual figures as to who pays the bills from the IRS web site: The top 20% of taxpayers earn 50% of the national income and pay 84% of the tax collected. The bottom 20% of taxpayers pay no tax, but still get an “earned tax credit” refund. One way to look at this is that the top 20% of the taxpayers pay their own way and also pick up the “fair” share that the bottom 20% don’t pay. Who then is not “paying their fair share?”

Socialism is an eventual disaster for everyone, especially the poor. It’s the false promise to the poor that there is something for them for nothing and that the rich are rich because they have stolen something from the poor, something that they didn’t have in the first place.

Progressives will say that their dream world will be more like Norway, Sweden or Finland than North Korea, Cuba or Venezuela. Here’s the problem with that idea:

Norway, for instance, is rich from its North Sea oil deposits and has a common culture. In other words, its citizens are united in their culture and not diverse. The words diverse and divisive come from the same root word for a reason. Because of the military protection provided by the United States through NATO [Americans pay 68% of NATO’s budget], Norway's budget is tiny, thus freeing up money that can be spent on social projects.

Norway has a population of just 5 million. New York City, by comparison, has a population of almost 9 million people. To apply a political system that works for a tiny, rich, homogenous population to a multiracial society of 330 million people is just plain silly.

Free enterprise, also called capitalism, has lifted more people out of poverty than all of the socialist experiments and all of the religious efforts in the history of mankind. 

20. Consequence of Ignoring Economic Fundamentals.

Politicians and the voting public either don’t know fundamental economic realities or ignore them for personal or political gain. Three of these economic realities are: 
1. The law of supply and demand. 
2. If you tax something, you’ll have less of it. 
3. If you subsidize something you’ll get more of it. A real life example of this is that if you subsidize being a single mother, you’ll have more single mothers.

Let’s see how ignoring economic fundamentals plays out in our society, which has certain values such as education, home ownership and health care that translate into political support for directing public funds into promoting these values.

In every case, you initially get more of what you subsidize and at a price that starts out with the unsubsidized price. Therefore, the early recipients of a subsidized commodity get a good deal. The two realities that we talked about now come into play. First, we’ll get more of what we subsidized and second, the price will go up because of the increased demand.

These are simple immutable economic facts, and unfortunately, legislatures can’t legislate against the immutable laws of economics. Sorry about that, guys. Let’s look at what happened in each case.

Higher Education: In my day, you could pay for a college degree by working full time in the summer and part time during the school year. You can’t do that anymore - not even close. So what happened? Lots of things, but mostly subsidized easy-to-get student loans created a new demand for education which raised the price. [Remember the law of supply and demand.] Politicians responded to this increased cost of education by increasing the ease and amounts of student loans which further raised the cost of education.

In the end, this well-meaning effort to lower the cost of education actually raised the cost for everybody and left a legacy of debt with many students, and encouraged some to go to college who may have been better off going to a trade school.

Home ownership: The Government basically took over the home mortgage market and made it possible for many who didn’t qualify to get a home loan anyway. This artificially increased the demand for houses and guess what? the increased demand increased the prices for homes.

This well-meaning effort to help those who couldn’t afford a home to get one artificially raised the price of all homes to unsustainable levels, and saddled many with debt burdens that brought on personal economic ruin. The housing prices collapsed in 2008 and almost brought down the U.S. economy with it. Unfortunately, the law of supply and demand raises its ugly head, and that’s what happens when politicians either don’t know or ignore simple economic rules. By the way, Democrats and their national media supporters blamed the "greedy Wall Streeters" for the home mortgage collapse when it was actually government policy and easy government home loans that caused it.

Health care: is the biggest disaster of all. Nothing is more important to us all than our health and our life, but the government has been stuffing money into the health care system for decades. The results were predictable: costs escalated faster than inflation for all of those decades. Now the government says that costs are too high for the average person so it took over the health care system in order to make health care more affordable. Of course prices will continue to rise as even more money is poured into the system. It’s that old problem of supply and demand again. Not knowing or ignoring Economics 101 will always produce a bad outcome.

21. The Sorry History of Socialism.

We study history to get insights into our own time. We know from that study that socialism doesn’t work in the real world. It sounds great, the idea that everybody lives equally well, but that is a fantasy and is not validated by any historical precedent. I think that there is a deep-seated need in human beings – call it “human nature” - that keeps this disastrous idea alive over the generations. It may be the deep emotional human need to be taken care of by a strong, caring and wise person or government. One of the socialist founders, August Comte, called socialism “the religion of humanity” for good reason. In place of God the Father it puts God the State.

Historically speaking, here is a snapshot of the steps that socialists use to take over a political system that gives them the power to impose their political ideology on the population.

Step One is to take political control of the country. Saul Alinsky, the radical father of the modern Democratic Party, taught that political change cannot come about if society is peaceful and if people are engaging each others differences in a civilized manner. Therefore, as he explains in his book, "Rules for Radicals", you should never let a crisis go to waste and if there isn’t a real crisis, you should create one.

Alinsky taught that to effect political change you have to infiltrate the institutions of the State and once you are in, to sabotage them. This is a good strategy, but one that can take years to accomplish. Unfortunately for the United States, the Left has been working at this objective for decades, largely out of the view of the average person. Until the advent of Donald Trump.

The infiltration of our public schools, universities and the national press by the Left is now an accomplished fact, and they are now in a position of power to indoctrinate young minds. In a recent survey of students at public universities, it was found that more than 50% of those surveyed thought that socialism is a better system than free enterprise. These are our future leaders and such a widespread belief, in my opinion, is dangerous to the long term health of our democracy.

Step Two is to take over the institutions such as the IRS, the Department of Justice and the FBI. If you have control of law enforcement, then your own misdeeds will not be accounted for because you control the organization that is charged with discovering them. 

Step Three is to disarm the population. The Communists did it, the Nazis did it, the Chinese did it, and the Democrats in the USA are trying to do it too. The Democrats say that the murder rate in the United States is too high when compared to Europe and other developed countries and the way to stop these murders is to control guns. It’s true that the murder rate in the USA is much higher than other developed countries and even many undeveloped countries. What’s not talked about is that if you subtract the murder rates from the five most violent US cities, the ones controlled by Democrats, the murder rate for the rest of the United States is lower than most European countries.   
The five most murderous cities in the United States have these things in common: 
1. They have some of the most restrictive gun laws in the country. 
2. They are all controlled by Democrats.
3. Most the murders are blacks killing other blacks. 

Step Four is to control the newspapers and TV.
If you can control what people hear and see, you can fashion their opinions. CNN, for instance, has negatively reported on the Trump Presidency 93% of the time. It has been 70 years since the NY Times has endorsed a Republican for President. In today’s media, only the Wall Street Journal and Fox News have maintained their journalistic standards. All of the other news organizations are now reporting their opinions as actual news, screening out any news that might be favorable to the right or unfavorable to the Left.

News that is embarrassing to the Left is simply not reported except on Fox and the WSJ. It’s called “omission bias” and a viewer simply cannot know what hasn’t been reported. Proverbs 18:17 says, “Every story seems true until you hear the other side”. Many Democrats never get to hear the other side because they rely upon the national press for their information, and therefore are not fully informed on the issues.

Step Five is the courts. Conservative judges are those judges that come to their opinions based upon the law as written and not on their personal opinions. 

If you can pack the courts with your political operatives, the courts will affirm the politicians. This happened very recently in Venezuela and that country is now paying the price in a national meltdown which is throwing millions more into poverty.

Previous Chapters:

Previous Chapters:

Part I, CLICK HERE.

Part 2, CLICK HERE.


Part 3, CLICK HERE.

Part 4, CLICK HERE.

Part 5, CLICK HERE.


Part 6, CLICK HERE.

Part 7, CLICK HERE.

 

 

 

MARCH


ABOVE CAST & CREW: (L to R, T to B): Adriana Alba, Shanelle Darlene, Yásaman Madadi, Sara Guerrero, Ángela Estela Moore, Elizabeth Isela Szekeresh, Estela García,  Moises Vázquez, Tiffany McQuay, Victoria Yvette Zepeda, Minerva García, Santi Sámano, Jacqueline Guido, Gabriella Rafiele, Sonal Davé,  Amilcar Jauregui, Estefanía García Bautista, Sherezade Poble, Mia Negrete, Caesar Souza, Victor Hugo Rivera López 

"STAGED STORIES" - CAST & CREW BIOS

ADRIANA ALBA (writer, MC, BOFLTE Creative Assoc. Dir) is a writer and educator who believes in all efforts to unlock the power of language and expression for ALL.  Since 2015, she has served as a board member for Breath of Fire Latina Theater Ensemble and more recently as Editor for FUEGO!  Breath of Fire's Literary Zine. She has been recognized for her contributions to equitable school environments by OC Department of Education, the California League of High Schools. She was Garden Grove Unified School District’s Teacher of the Year for 7-12 in 2015 and will be recognized as a 2020 Diverse Community by OC Human Relations.

SHANELLE DARLENE (Writer, Director, Actor/Right To Life, Actor/Mitra’s Suitcase, Singer/Canto de Anaheim, BOFLTE Ensemble) is an artist del Valle de Coachella whose work looks to question society and create visibility in a world that continually erases lives and stories. She is currently a member of Breath of Fire Latina Theater Ensemble in the OC and has participated in festivals such Teatro Frida Kahlo’s Theater Festival, Chicanas, Cholas y Chisme's Theater Festival, and the Short and Sweet Festival in Hollywood as a writer, producer, and performer. An OC/LA based artista, Shanelle has crafted works in musical theater, singing, art, dance and ensemble produced plays. She hopes to continue using art as a way of truth, community and empowerment.

SONAL DAVÉ (Actor/Mitra’s Suitcase) is an actress/vocalist from Laguna Niguel (Orange County). A public relations executive by day and thespian by night.  Sonal’s most recent credits include playing Bhupinder (mother) in a UCLA student film “Sari, Not Sari” (directed by Gurparsad Thind) and a Caretaker role in a PSA for the LA Alzheimer’s Foundation.  Sonal dedicates her performance to those that put off their dreams thinking they are not good enough when in reality they are more than enough.

ESTELA GARCIA (Director/La Chingada, BOFLTE Teaching Artist) is an interdisciplinary angeleno. She's an actress, mask performer, playwright, director and community engagement specialist. She is a Resident Teaching Artist at Center Theatre Group and teaching faculty at CalArts and South Coast Repertory. Garcia earned her MFA from Dell'Arte in ensemble devised physical theatre and has recently been studying the SIX VIEWPOINTS theory and practice under Mary Overlie. As an actress, Garcia is best known for her portrayal of surrealist painter REMEDIOS VARO in the play by the same name and Older Esperanza in The House on Mango Street. She created Remedios Varo: La Alquimista which showed at 2018's [LAX] Festival. As a director, Estela has worked on numerous projects that support new work by emerging playwrights and theatre makers. She is excited to be collaborating on this performance with Elizabeth.

MINERVA GARCÍA (Director/ Lucha & Alice) is a professional actor and has worked with many theatre companies in the country: Seattle Repertory, Kansas City Repertory, Los Angeles' Mark Taper Forum, San Jose's Teatro Vision, Williamstown Theater Festival in Massachusetts, Borderlands Theater in Tucson; and San Francisco's Magic Theater. She has appeared in many movies, TV shows and commercials. For information about Minerva, go to imdb.com/minervagarcia. Thanks for supporting Breath of Fire.

ESTEFANíA GARCíA BAUTISTA (Actor/Right To Life) is an Indigenous Zapotec Womxn from Oaxaca, Mexico, who migrated to the U.S. with her mother at 8 months old. She is an Actress, Poet, Musician, Community Organizer, Impulsive Traveler, and Entrepreneur, with an earned B.A in Theater, Film and Digital Production from the University of California, Riverside. Estefanía is a co-founder of the UCR’s Latinx Play Projects. She has premiered in L.A. based community theaters such as Casa 0101 Theater, Teatro Frida Kahlo, and LATC. Estefanía’s creative work focuses on Indigenous womxn empowerment, self-love, and intergenerational healing through spoken word, rap music, and experimental visual mediums. Her favorite thing about being human - food.

SARA GUERRERO (Producer, Writer & Lyricist/ Canto de Anaheim, BOFLTE Founder & Artistic Dir) a Southern California native, is a professional, versatile theatre artist whose mission is to model, share and create theatre-making opportunities for and with her community. A CalArts alum, she has been recognized as one of the “People to Watch” by American Theatre Magazine, and “Best [Artistic] Director” and “Person of Interest” by OC WEEKLY. As the founding artistic director of Breath of Fire Latina Theater Ensemble, an award-winning, Santa Ana-based group, she and the ensemble are part of the artist-in-residence program of Grand Central Arts Center of Cal State Fullerton, California. There they serve as an incubator for underrepresented voices in theater by providing programming and guidance in the art of storytelling. For more info: www.teatroguerrero.com

JACQUELINE GUIDO (Actor/Lucha & Alice)  is an award winning international artist. She keeps busy working in film, television, theater, and voice over. She is thrilled for the opportunity and enormous blessing of bringing Lucha to life, and to collaborate with Angela Moore and Minerva Garcia, two chingona artists she truly admires. She is extremely grateful to both. We last saw Jacquie on the Foro Diego Rivera stage in Rayuela hacia el más Allá under the direction of Emanuel Loarca. With humbleness and respect she wishes to dedicate her performance to all mothers, and the unconditional love we have for our children. To learn more about Jacqueline’s current projects, follow her on IG @principessajax twitter @stage9as and FB @guidojacqueline

AMILCAR JAUREGUI (Actor/Mitra’s Suitcase, Singer/Canto de Anaheim) is an actor and playwright from Orange County. A recent graduate from UC Irvine, he is determined to use his education to continue telling stories that are important to him and the Latinx community. Amilcar would like to thank his family, friends, and Erika for all their love and support.

YÁSAMAN MADADI (Writer/Mitra’s Suitcase, BOFLTE Ensemble) grew up in San Bernardino, California and loathed the kids who called her "Princess Jasmin.” Iranian, queer and generally a weirdo, Yásaman raised their D-average high school GPA to a 4.0 and attended UC Berkeley, where she studied film and Middle Eastern studies. Yásaman went on to work as an investigative journalist and has published articles in the LA Times and The Nation Magazine. Most recently, Yásaman developed and showcased The Absolved -- their MFA Thesis at Cal State LA--  a TV drama about an Iranian-American US Attorney who joins a prestigious defense firm to save her brother from the death penalty. An ensemble member of the Breath of Fire Latina Theater, Yásaman lives in Highland Park with their partner Daniella and two cats, Malcolm and Shiri.

TIFFANY MCQUAY  (Writer, BOFLTE Ensemble) is an actor, singer, puppeteer, and new mom. A graduate of California State University, Fullerton, she has worked in theaters throughout Orange County. Tiffany joined Breath of Fire Latina Theater Ensemble almost three years ago.

ÁNGELA ESTELA MOORE (Producer, Writer/ Lucha & Alice, Singer/Canto de Anaheim/ BOFLTE Board & Ensemble)  is a theater-maker working primarily in the Southern California counties of Los Angeles and Orange. A proud member of Breath of Fire Latina Theater Ensemble, her work has also been presented at Casa 0101 Theater, Teatro Frida Kahlo Theater, Chicanas Cholas y Chisme Theater Festival, Brown & Out Theater Festival, Ruth B Shannon Center for the Performing Arts, Jack Tygett Performing Arts Center, and Casa de la Cultura de Tijuana. Ángela gives thanks to the mujeres of BOFLTE for creating sacred space in which to hone the crafts of writing, directing, acting, teching, and producing, and to Chris, Jaron, Trevor, y her mamá Lulú for their undying love and support.

MIA NEGRETE (Singer/Canto de Anaheim, BOFLTE Intern) is currently a senior at Anaheim High School, and has been enrolled in their Anaheim Performing Arts Conservatory (also known as APAC) for the past four years. She has performed roles such as Flounder in “The Little Mermaid”, Josephine Strong in “UrineTown”, Pugsley Addams in “The Addams Family'', Bishop Henrietta T. Dobson and Reno’s angel in “Anything Goes” from Anaheim’s District Summer Arts Academy, and Abuela Claudia in “In The Heights”. Mia has also participated in Pacific Symphony’s and Breath of Fire’s collaboration productions “Canto de Anaheim” playing multiple roles, and “Día de los Muertos Celebration” playing Izzy. She hopes you enjoy the show and have a wonderful day. 

SHERESADE POBLET (Actor/Right To Life) is a Peruvian actress. After 8 years in Miami she moved across the country to Los Ángeles to follow her passion for acting. Sheresade got her master's degree in acting for film and started building her brand (tough cookie with a chewy inside). This brand helped her land roles in films like Excess Flesh, and Little Red in Da Hood. Sheresade also writes and produces her own material (Body & Mind, Trails).

GABRIELLA RAFIELE (Actor/Lucha & Alice) is a Salvadorean/American transplant from Dallas, Texas. She has appeared in various films, series and commercials as well as play festivals such as Brown and Out 2019 and Hollywood Short and Sweet 2019.

VICTOR HUGO RIVERA LÓPEZ (Singer/Canto de Anaheim, BOFLTE Intern) is a Santa Ana native, and has been involved in theater since high school. He has appeared in plays as Titus Savage in The Curious Savage, Ricardo in Simply Maria, and in 2018 he portrayed Tom Collins in Santa Ana High School’s Musical of the Year, RENT. Victor has worked with Breath of Fire Latina Theater Ensemble in their past projects Leyendas, Blanca Nieves’ Christmas, and most recently Canto de Anaheim, and Día de los Muertos Celebration along with Pacific Symphony. He would love to give a special thanks to Sara Guerrero and all of Breath of Fire Latina Ensemble.

SANTI SÁMANO (Stage Manager) is a singer and actor from San Diego, California that takes a holistic approach to art and life. While their passion lies in singing and music, Santi is led by their curiosity to expand, learn and integrate as much as possible throughout their life. Santi’s greatest goal is to use their privilege to create a radically inclusive theatre company that entertains, heals, and empowers people of color at their varying intersections, emphasizing accessibility to queer and low-income communities. They are currently a fifth year at UC Riverside, studying Theatre and French and Assistant Director for UCR’s Latinx Play Project.

CAESAR SOUZA (Actor/Right To Life) Born in Salvador, Brazil, and raised in Long Beach, California, Caesar grew up as an athlete but always had a passion for television and cinema. As a youth he has made various appearances in music videos and short films. Recently, Caesar was a co-host on the video podcast “We Made It Podcast”, and a Streamer on the popular video game streaming platform “Twitch”.

ELIZABETH ISELA SZEKERESH (Writer/La Chingada, BOFLTE Ensemble) is a playwright and poet. She is a founding member and the Managing Director of Breath of Fire Latina Theater Ensemble, and an Alliance of Los Angeles Playwrights Diversity Fellow. Elizabeth’s short play Down and Brown Thanksgiving is part of the “The American Playbook: Season One” podcast, and last year she performed a shortened version of her solo play Songleader Gone Bad! at ArtShare LA, was a participant of the National Winter Playwright Retreat, and was the 2019 finalist for Echo Theater’s “Big Shout Out Special Project”. Her plays have also been presented at  the National Winter Playwrights Retreat, Breath of Fire Latina Theater, Chance Theater, Teatro Frida Kahlo, Code Red Plays’ #Enough Series, 365 Women a Year Playwright Project, Segundo Jueves Latina/o Play Project at the Culver Center for the Arts in Riverside, and South Coast Repertory Studio Series. Elizabeth received a B.A. in Women’s Studies with an emphasis in Chicana/Latina Studies from the University of California, Davis.

MOISES VÁZQUEZ (Composer/Canto de Anaheim, BOFLTE Teaching Artist) is a musician and composer, proud Santanero, and community activist. He has composed and performed original music for South Coast Repertory, San Diego Repertory, Pacific Symphony, Segerstrom Center for the Arts, Brown Bag Theater of UC Irvine, Costa Mesa Playhouse, Orange County New Play Festival, The Musco Center, SanArts, Arts Orange County’s Dia de Niño Festival, El Centro Cultural de Mexico, Latino Health Access, and the list goes on. Additionally, Moises composed and performed original music for El Largo Camino de Hoy / The Long Road Today by José Cruz González, inspired by stories of the Santa Ana community.

VICTORIA YVETTE ZEPEDA (Director/Mitra’s Suitcase, BOFLTE Ensemble) is a director, producer, and actor from San Diego. They are a UC Irvine Alum (Honors in Drama, 2019). Their most recent credits include: Assistant Director of American Mariachi (José Cruz Gonzalez, SCR). Director of Culture Clash in AmeriCCa (Culture Clash, UCI), Bad Hombres, Good Wives (Herbert Siguenza, UCI), and Xicanas in Xicanalandia (Shanelle Garcia, Frida Kahlo Theater 10-Minute Play Festival 2019). It is their hope to create theatrical opportunities for individuals within Latinx and LGBTQIA+ communities. They are currently a member of the following companies: Amigos del REP and Breath of Fire Latina Theater Ensemble.

 Breath of Fire Latina Theater Ensemble is a 501(c)(3) non-profit organization that serves as an incubator for underrepresented voices in theater from which these new works have emerged; believes in the transformative power of theater and aims to raise awareness of critical issues in the community; entertain and challenge; foster cross-cultural understanding; and be a catalyst for personal healing and social justice. 
As an Artists-in-Residency program, Breath of Fire Latina Theater Ensemble is part of and located @ Grand Central Arts Center of Cal State University Fullerton, 125 N Broadway in Downtown Santa Ana, Ca.
email: breathoffirelatinatheater@gmail.com
voicemail: 657.205.7714 

www.breathoffire.org

 




Graduation rates among Latino students are ever-increasing.  According to Excelencia in Education, a total of 72% of all Latinos ages 25 and over have a high school diploma.  That is up from 53% in 1995. This is due in part to the efforts of encouraging Latinos to attend higher education.  California is a leader in promoting high school completion and higher education. Latinos graduating from high school in the state of California have helped increase the national numbers for Latino graduation rates.
 
School districts and educators are striving to provide elementary school Latinos with college-going messages so that they can be aware of college and all the ways having a college degree can improve their lives and the lives of their families.  Not only do school districts and educators hope to inspire and educate students, but they also hope to inspire and educate Latino parents about college and its importance. The key is to build agency with the Latino community and to inform and prepare them for what they will be experiencing in the future.
 
Additionally, some California school districts and universities offer seminars in which they inform Latino parents about college admissions, courses, and financial aid.  At the start of the 2018 school year, Latino students accounted for the following percentages in the state of California: 22 percent at the UC system, 43 percent at the Cal State System, and 45 percent at community colleges.
 
Despite this significant increase in Latinos completing high school, Latinos lag behind 12 points in comparison to the next lowest ethnic group with high school diplomas.  According to Excelencia in Education, under a quarter of Latinos in the U.S. have college diplomas, in comparison to 44 percent of U.S. adults. 
 
Teachers working with Latino students and families can visit The Latino Family Literacy Project website for resources on how to better connect with their students and families.  We offer workshops and webinars geared toward improving literacy and language skills, as well as parental involvement. We also offer a bilingual flyer series that covers topics such as home activities, language acquisition, child development, and more.



School of Arts cuts ties with Santa Ana Unified

Orange County Department of Education trustees approve charter school renewal 
with no conditions, despite its own staff’s recommendations.

By Roxana Kopetman

rkopetman@scng.com @roxanakopetman on Twitter


The Orange County (California) High School of the Arts will enter a new act following a vote Wednesday (2/4/2020) by the Orange County Department of Education to take the popular charter school under the county umbrella and grant it a five-year renewal.
The vote was greeted with a standing ovation from some 150 parents and other school supporters who showed up at an Orange County Department of Education meeting in Costa Mesa. Many had become frustrated in recent months during a dispute between the school and its former district, Santa Ana Unified.
The new arrangement “makes more sense because we’re a regional program,” said Ralph Opacic, the school’s founder and director. Opacic noted that the charter school is attended by students from more than 100 cities in Los Angeles, San Diego, Riverside and Orange counties. More than 200, he said, travel by train to Santa Ana every day to attend.
But the move was not welcomed by Santa Ana Unified, which has served as home district for the school known as OCSA for 20 years.
The move out of Santa Ana Unified was approved without conditions, despite recommendations from county staff members who agreed with some of Santa Ana Unified’s concerns. These include questions about the school’s admission requirements, parent contributions, fundraising and how the charter school is governed.
“I think you have done a great job,” trustee Ken Williams told school director Opacic, who has guided the arts school since its inception in 1987, when it was known as the Orange County High School of the Arts, or OCHSA, and was part of the Los Alamitos Unified School District.

 


Ralph Opacic, founder and director of the Orange County School of the Arts, addresses the audience and Orange County Board of Education trustees during a meeting Wednesday in Costa Mesa.  Photos by Paul Bersebach, Staff Photographer
 
 

Alfonso Jimenez, an assistant superintendent with the Santa Ana Unified School District, and Sarah Sutherland, an attorney who represents the district, told the Orange County Board of Education that the Orange County School of the Arts refused to address district concerns regarding admission policies and other matters.

 

Orange County Board of Education trustee Mari Barke, right, listens to trustee Rebecca “Beckie” Gomez during the meeting.

Williams joined fellow trustees Lisa Sparks and Mari Barke in approving the move to take in the charter school. Trustee Rebecca Gomez, who wanted to see conditions attached to an approval, voted against it after questioning whether the school offers equal access to children of all economic backgrounds. Trustee John Bedell, who also raised concerns, abstained.
Santa Ana Unified and OCSA have been at odds since early last year, when the district told the school that it owed some $19 million for special education services provided by the district since the early 2000s. The school denies it owes the money and took the district to court, where the issue is pending.
In December, after OCSA submitted a five-year charter school renewal application, the district approved the request but imposed several conditions. These included changes in admissions and fundraising policies that district officials described as “exclusive.”
Officials at OCSA viewed conditional approval as a denial of its application, and in January asked the Dept. of Education to consider a takeover. Santa Ana Unified officials, however, said they never denied renewal or threatened to close the school. Instead, they wanted the school to stay in the district but adjust some of its operations.
“This appeal appears to be an attempt to avoid oversight,” Sarah Sutherland, an attorney for the district, told trustees.
The Orange County School of the Arts provides more than 2,200 students in grades seven through 12 pre-professional arts training in 16 different conservatory programs. These include acting, creative writing, dance and culinary arts. Last month, parents, teachers and students praised the school’s academic and arts programs during a public hearing, describing a warm and caring environment.
The school has won numerous awards.
But recently, Santa Ana Unified officials and Orange County Department of Education staff have raised questions about the school’s pre-admission practices, which they say are “inconsistent” with state law that specifies charter schools have to be open to all students. The school, they said, is enrolling few local Latino students and the demographics of the student body don’t match up with other campuses in the heavily Hispanic district.
Opacic said that the school is and has been a regional school.
“We are the Orange County School of the Arts, not the Santa Ana School of the Arts,” he said after the meeting.
“The blame for not serving more Santa Ana students is misplaced,” Opacic said. “Santa Ana Unified should be working harder to provide more arts-rich experiences for kids, so they discover and follow that pathway.”
Still, the school has changed some of its procedures to comply with new state laws affecting charter schools.
The school’s admissions process has been updated for the 2020/21 school year. Auditions, for example, are being replaced with “placement activities” to see which conservatory the students would best fit in. Also, if they get too many applications, admissions will be determined via lotteries — to be done by school grade, conservatory and placement level, Opacic said. Every student, regardless of ability, is placed in the lottery, he said. (For the upcoming school year, for example, some 1,500 students applied for about 400 spots.) Another concern revolved around parent contributions and fundraising. The school’s conservatories are partly funded by parent contributions that range from $5,200 to $5,950 per student, according to a staff report.
School officials insisted the donations are voluntary.
The school, Opacic said, has created new materials “to more clearly communicate with families that all requested donations are completely voluntary and anonymous.” Also, attending a preview day and signing a donation “pledge” form no longer will be a requirement for enrollment.
The school will be connected to Santa Ana Unified through June 30. The Orange County Department of Education will take over on July 1.

About 150 Orange County School of the Arts supporters gave the Orange County Board of Education a standing ovation after the trustees agreed to bring the school under the county’s wing and away from the Santa Ana Unified School District.
PAUL BERSEBACH — STAFF



LEAD 2020

  • Wednesday, March 18: Feria Educativa / Puente 9th-Grade Student Leadership Conference XVI - SMSU Events Center, morning & afternoon
  • Thursday March 19: Sin Fronteras: Ensuring Human Rights and Migration through Legal Representation and Social Entrepreneurship, VIA Immigration Project and Te Conecta Guatemala (@SMSU Events Center, afternoon)
  • Friday, March 20: ALFSS Winter Social Convivencia, Association of Latino Faculty, Staff, and Students - SMSU Events Center, afternoon & evening
  • Saturday, March 21: Binational Parent Leadership Institute III - SMSU Events Center, morning & afternoon
  • Monday, March 23: Catholic School Expo and Career Day IV - SMSU Events Center, morning & afternoon
  • Tuesday, March 24: IE Ethnic Studies III - SMSU Events Center, morning & afternoon
  • Wednesday, March 25: Puente Community College Student Leadership Forum V - DoubleTree Hotel-SB, morning & afternoon
  • Thursday, March 26: LEAD Summit XI - SMSU Events Center, morning & afternoon
  • Friday, March 27: Jovenes Comprometidos Youth Leadership Program XVI, Training Occupational Development Educating Communities Legal Center - TODEC Headquarters, morning & afternoon
  • Saturday, March 28: César E. Chávez Memorial Breakfast IX - SMSU Events Center, morning

Location: SMSU Events Center - Cal State University, San Bernardino, and nearly 1700 Town Hall Viewing Events across the nation and globe.

Reaching 300 million+ via Media Partners, with Global Webcasts & On-Demand / FB - YouTube LIVE / Print Media / TV, Cable / Radio Broadcasts, Segments & Interviews

LEAD Summit Registration: http://events.constantcontact.com/register/event?llr=ywih55cab&oeidk=a07egshi1sp6c24af3b

¡Movimiento y Compromiso!

"50 Years of Challenges, Accomplishments, and the Continuing Quest for Educational Equity"

LEAD Summit XI Program LEAD Summit XI Flyer LEAD Summit XI Poster Padrino de Honor - Cheech Marin 

Join Us

California State University, San Bernardino is pleased to announce the Annual Latino Education and Advocacy Days (LEAD).

Are you ready to make a difference in the Latino community? 
Are you ready to connect with and be part of Latino educational leadership?
Are you ready to find cross-sector solutions to improve the education and lives of all students?
Raise Your Hand, Step In, and Get Involved!!!

Latino Education is the economic imperative of our time, and the civil rights issue of our generation.

Latino students disproportionately bear the crux of the educational crisis, and is where the greatest improvements and most fundamental changes must be fared.

Please join us as we convene key stakeholders: teaching professionals and educators, researchers, academics, scholars, administrators, independent writers and artists, policy and program specialists, students, parents, families, civic leaders, activists, and advocates. In short, those sharing a common interest and commitment to educational issues that impact Latinos.

Conference Location: Santos Manuel Student Union Events Center (unless otherwise noted). Complimentary Parking - Lot D.

Follow Latino Education and Advocacy Days (LEAD) on any or all of our social media networks, and help promote a broad-based awareness of the crisis in Latino Education and enhance the intellectual, cultural and personal development of our community's educators, administrators, leaders, parents and students.

Share our links and show your online community that Latino education is the economic imperative of our time, and the civil rights issue of our generation.

https://www.facebook.com/LEADProjects https://twitter.com/LEADProjects http://instagram.com/LEADProjects

http://www.youtube.com/user/LEADCSUSB http://www.linkedin.com/groups?home=&gid=2306496 https://www.snapchat.com/add/leadprojects

Please use the hashtag #LEAD2020 when participating via social media  

-- Join or learn more about LEAD activities, events or programs on any of our social networks, partnerships or education projects --  Video - LEAD "About Us" Corrido de Enrique Murillo

https://chalkbeat.org/posts/co/2020/02/24/maestas-case-mexican-americans-fight-early-school-desegre
gation-battle/?fbclid=IwAR1xCPDp_haVzWi7hUwh83p4ATFvKfIhxkbEE_J-BDxZRUyJOBO2w0D_aHI

Distributed by LEAD Publications - Mexican Americans in southern Colorado fought one of the nation’s early school desegregation battles

Tue, Feb 25, 2020

Enrique Murillo Jr
EMurillo@csusb.edu

 

 


Dear All:

I'm sharing my new auto-ethnographic account (for L.A. Taco) on brown-black relations/connections based on my childhood/teenage experiences at E.L.A.'s Ramona Gardens public housing project (or Big Hazard Projects), Lincoln High School and UCLA.

https://www.lataco.com/barrio-black-and-brown/

Note: Artwork by my brother Salomon Huerta--acclaimed artist. (He should be paying me for the free publicity!)

Cordially,  Álvaro

Álvaro Huerta, Ph.D. | Asst. Prof. | Academic Senate
alvarohuerta6@gmail.com 
California State Polytechnic University, Pomona
 Feb 27, 2020

 



Public Schools Are Teaching The 1619 Project in Class, 
Despite Concerns From Historians

Robby Soave | January 28, 2020
New York Times

"Mandating the use of The 1619 Project in K-12 curricula is at best premature until these issues are resolved."


The 1619 Project—The New York Times Magazine's much vaunted series of essays about the introduction of African slavery to the Americas—will now be taught in K-12 schools around the country.

School districts in Chicago, Washington, D.C., and Buffalo, New York, have decided to update their history curricula to include the material, which posits that the institution of slavery was so embedded in the country's DNA that the country's true founding could be said to have occurred in 1619, rather than in 1776.

"One of the things that we are looking at in implementing The 1619 Project is to let everyone know that the issues around the legacy of enslavement that exist today, it's an American issue, it's not a Black issue," Dr. Fatima Morrell, associate superintendent for culturally and linguistically responsive initiatives for Buffalo Public Schools, told Buffalo's NPR station.

Buffalo teachers and administrators have already begun studying the 1619 material so they can implement it into their curricula. The NPR story correctly notes that the essays examine "lesser-known consequences of slavery," like "how plantation economics led to modern corporate, capitalist culture."

Many historians, though, have questioned The 1619 Project's accuracy. Five of them penned a letter to The New York Times expressing dismay "at some of the factual errors in the project and the closed process behind it." These historians said the project's contention that the American Revolution was launched "in order to ensure slavery would continue" was flat-out wrong.

Another historian, Phil Magness of the American Institute for Economic Research, has criticized Matthew Desmond's 1619 Project essay, which claimed that modern American capitalism has its roots in plantation slavery. Magness has persuasively argued that this claim lacks verification, and that Desmond relied on bad data about cotton-picking rates in the pre-Civil War south.

"Desmond's thesis relies exclusively on scholarship from a hotly contested school of thought known as the New History of Capitalism (NHC)," wrote Magness in a second article. "Although NHC scholars often present their work as cutting-edge explorations into the relationship between capitalism and slavery, they have not fared well under scrutiny from outside their own ranks."

Some conservative critics have overreached: Former Republican Speaker of the House Newt Gingrich called The 1619 Project "propaganda" and suggested that the Times was trying to brainwash readers. That line of attack goes too far, but there are valid criticisms of the project's ideological slant.

Citing Magness' article, New York magazine's Jonathan Chait hailed The 1619 Project as a valuable corrective, but cautioned that it shouldn't be taught in schools a history. Magness agrees.

"Mandating the use of The 1619 Project in K-12 curricula is at best premature until these issues are resolved and the Times makes a good faith effort to answer its critics," Magness tells Reason. "While there is merit to some of the themes raised by The 1619 Project, it continues to be marred by its empirically debunked and explicitly anti-capitalist assessment of the economics of slavery."

Nikole Hannah-Jones, the Times reporter who spearheaded the project, has in general taken umbrage at the idea that there's anything seriously wrong with the work. She came close to accusing The Atlantic's Conor Friedersdorf of racism for mildly critiquing the project. In an interview with Friedersdorf's Atlantic colleague Adam Serwer, she insisted that history was not objective.

"I think my point was that history is not objective," said Hannah-Jones. "And that people who write history are not simply objective arbiters of facts, and that white scholars are no more objective than any other scholars, and that they can object to the framing and we can object to their framing as well."

Hannah-Jones is correct that the keepers of histories have always employed spin: History is written by the victors is a great aphorism because it's true. School textbooks have often been filled with ideological nonsense—sometimes as part of a conservative or religious agenda. But that's the irony of requiring The 1619 Project in high school history courses: It is itself a form of spin, and significant aspects of it are up for debate.

https://reason.com/2020/01/28/1619-project-new-york-times-public-schools/

 

 

FEBRUARY



FamilySearch New Collections Update: 
Week of 24 February 2020


SALT LAKE CITY, UT—Browse nearly 1M new free, historical records on FamilySearch this week from Spain, France, England, Finland, and Sierra Leone. Additional new records are searchable from Austria, American Samoa, Colombia, Peru, Jamaica, South Africa, Brazil, Chile, Canada, and the United States (AK, CA, HI, IN, IA, LA, MI, MN, MT, NC, PA, SC, UT, VA). Indexed records include AMA Disceased Physicians, Obituaries, civil, and church holdings. (Easily find and share this announcement from the FamilySearch Newsroom.)

Search these new records and images by clicking on the collection links below, or goto FamilySearch.org to search over 8 billion free names and record images.

https://us.vocuspr.com/Publish/3313993/vcsPRAsset_3313993_84602_bd6e23ad-f836-4104
-8fb2-5659cca8a51f_0.png

Spain Spain Marriages, 1565-1950 731,242

Searchable historic records are made available on FamilySearch.org through the help of thousands of volunteers from around the world. These volunteers transcribe (index) information from digital copies of handwritten records to make them easily searchable online. More volunteers are needed (particularly those who can read foreign languages) to keep pace with the large number of digital images being published online at FamilySearch.org. Learn more about volunteering to help provide free access to the world's historic genealogical records online at FamilySearch.org/indexing.

FamilySearch is the largest genealogy organization in the world. FamilySearch is a nonprofit, volunteer-driven organization sponsored by The Church of Jesus Christ of Latter-day Saints. Millions of people use FamilySearch records, resources, and services to learn more about their family history. To help in this great pursuit, FamilySearch and its predecessors have been actively gathering, preserving, and sharing genealogical records worldwide for over 100 years. 

Patrons may access FamilySearch services and resources for free at FamilySearch.org or through more than 5,000 family history centers in 129 countries, including the main Family History Library in Salt Lake City, Utah.

 



Marcelo Suárez-Orozco, Ph.D. 
appointed a dean in the California public university system


Changing the chancellor: The University of Massachusetts board of trustees voted today to appoint Marcelo Suárez-Orozco, a dean in the California public university system, as the leader of the Boston campus. The Globe’s Deirdre Fernandes has more.

Suárez-Orozco, 63, is currently the dean of the University of California Los Angeles Graduate School of Education & Information Services.

He is an Argentinian immigrant, who started out at a California community college, earned his degrees at the state’s public research university, then went on to teach at Harvard University and New York University.

While some UMass Boston faculty had concerns that the search committee named only one finalist, after meeting with Suárez-Orozco, the campus faculty council unanimously endorsed him as the next chancellor.

UMass Boston, the most diverse campus in the state’s public university system, has been without a permanent chancellor since 2017.

Sent by Gilbert Sanchez gilsanchez01@aol.com 



“Witness for Survival: Existential Choice and Action Constructing Historical Mega Events”
Essay by Dr. Juan Gómez-Quiñones 

Essay (JGQ): “Witness for Survival: Existential Choice and Action Constructing Historical Mega Events”

I'm sharing one of the best essays I've ever read in academia and beyond (where I've read a lot over the years!): “Witness for Survival: Existential Choice and Action Constructing Historical Mega Events,” Dr. Juan Gómez-Quiñones (or JGQ), CounterPunch.

https://www.counterpunch.org/2020/02/10/witness-for-survival-existential-choice-and-
action-constructing-historical-mega-events/

It can also be found at these great cites: La Bloga, Latino Rebels and LA Progressive (with a brilliant painting by Salomon Huerta--critically acclaimed painter). Painting of JGQ is also by Salomon (my brother), where I commissioned (pro bono) him to paint it as part of UCLA's celebration of this distinguished historian, intellectual and advocate for social change, etc.

As I posit in the aforementioned links, “Dr. Gómez-Quiñones or JGQ represents one of the most important intellectuals of our time.”

Anecdote: While I first entered UCLA many moons ago as a 17-year-old Chicano math major from E.L.A.'s housing projects (Big Hazard projects), I changed my major to history after taking several classes with JGQ. For my first class, I was initially shocked--more like traumatized and I've had a gun pointed at me by a cop!--that JGQ assigned six books (between 200 to 300 pages with no pictures!) and a 10-page research paper. Since I was only assigned one 2-page paper (double or triple spaced) throughout my K-12 inner-city education, I was challenged for the first time in my life to compete at an elite level. I only succeeded with JGQ's patience, mentorship and understanding. In short, I learned from JGQ that we--the Mexican people in el norte--also had a rich history worthy of study at a prestigious university like UCLA... (On a side note, I might owe JGQ an incomplete paper, so, if anyone sees him, don't remind him!)

¡Viva JGQ!

Cordially, Álvaro

P.S. If you want to post this essay in your cite, blog, etc., just email me since I aim for this profound essay to go viral a la Gurba's essay.

P.S.S. If the greater Los Angeles area, please attend my most recent lecture on defending Latina/o immigrants... As I open to lecture at other venues, I'll be at the University of Oregon on Thursday, 04.23.2020...

Álvaro Huerta, Ph.D. | Asst. Prof. | Academic Senate
California State Polytechnic University, Pomona
URP | EWS | CV | Web | Diss. | Article | Organize
Defending Latina/o Immigrant Communities:
The Xenophobic Era of Trump and Beyond
E.L.A. Public Housing Projects Column

 


 https://www.counterpunch.org/2020/02/10/witness-for-survival-existential-choice-and-action-constructing-
historical-mega-events/

Accessed: 11 February 2020

Witness for Survival: Existential Choice and Action Constructing Historical Mega Events

By Dr. Juan Gómez-Quiñones

February 10, 2020



Witness or, more particularly, the witness frames the process of social movements for change beyond a generational approach by emphasizing actors, motives, and actions in relation to a specific goals or enterprise. To witness means to know and to provide evidence. This person assembles and communicated facts, presumably for a purpose whether personal or public that is impelled by motives. The word “witness” also refers to place or site, as well as to a does or maker. The witness acts because witnessing is an action compelled by the mind and body that can be considered a choice to achieve a desired goal. There are no mindless or unbiased witnesses. There are different kinds of witnesses whose witnessing varies within an action scenario. Their testimony varies according to the caliber of the witness. By identifying the roles of the varied witnesses, we can clarify and understand the historical episode by emphasizing actors and their actions.

By looking back, the witness reflects on a scenario, but that action itself, whether being that of recall, descripting, or interpretation can lead to repudiation of all or part of the scenario. These energies or actions of the mind and body have purpose, they may have purpose of survival due to a love for their fellow humans. For all species an urgent purpose is survival. At a certain point of the long dure of human history, certain humans’ pro-actively began to imagine a better world than that of their current existence; they gradually conceptualize a radical proposition. These positive proponents imagine a map to navigate to view this new world. Those who in opposition endorse the status quo, to be sure, can act as naysayers to the new possibilities for human survival proposed by those who point to a positive future.

Whether positive or negative, witnessing involves the mind and the body acting in basic ways to create an action beyond the initiators. All of one’s faculties creatively determine the action; all of one’s mind and self, all of our body—brain, eyes, throats, hands, feet. Pro or con, witnessing is basic to human survival. Witnesses act and record human events. How does this happen? One can purpose that conscious way of achieving this is politics, that is, humans working together to achieve a common goal, humans acting in their own behalf cooperatively. Memory provides a roadmap to a desired or preferred world and the will to achieve or assure this world. The dark side of this proposition is contention. Those that purpose a positive outlook believe that the better survival is to be secured by themselves. This in opposition to the naysayers, the negatives, who in turn see a radial positive proposition as catastrophic to their world preference, the status quo. They have a different motivation and means.

One of the earliest notions of radical, survival mapping is a generation-premised vision, the clocking of human activity according to a schema of predictable births and deaths. Ancient sources of past mappings of human survival are often generation-arranged chronologies. Their maps inscribed beautiful passages on the commendable passing of generation progressing toward a better world. However, more useful is to focus on real action(s) to secure survival, not simply clocking contingent happenstances or recording contrasts on the march over time.

According to one of the oldest Western records, the actor can be identified as a certain preacher, a propagator and worker for a belief in a better world and ways to achieve it peacefully. Her/his action, her/his work, begins at age thirty with the recruitment of co-actors, co-initiators, the apostles. To be sure, the initial acts are cooperative, although contention does follow. Together the initiators formulate a project, one with stages, involving demanding, life consuming work. The initiating generation is primarily motivated by love, although they encountered persecution and death. Eventually, their activity is continued by surviving co-actors who extend a belief system, a map expanded beyond the rhetoric of the iconic initiators. This in turn necessitated recruits, say pilgrims, if you will, the legatees of the initiators, a succeeding cohort of project workers. In sum, action can be seen as a project, a pilgrimage, loyalist recruitment and belief construction. All who are directly involved, imitators and the early converts, are proactive witnesses. Throughout these accomplishments and events, there are children, some who will choose to be continuators and thus may be a future witness.

Legacy witnesses who follow the co-initiators see themselves as related to the initial witnesses and co-actors, as well as to their complex belief, by reason of family, pedagogy, place, and their work. Because of the continuation of the work of witnessing, their social ties woven by shared love, belief, need, and curiosity. In any case, they construct and maintain basic arguments, a rationale for their goal and process that is significant to their own lives—and importantly, to their children’s survival. Young and old, children and parents, in practice are teachers in training, and their practice is also gathering recruits to their beliefs. These are witnesses convinced a better world is possible. To be sure, time passes, older witnesses blend with younger ones for eighty or ninety years, but they maintain some ties to the co-initiators. The instrument for realizing their idealized human possibility, their goal, is foundationally the action of storytelling, narrating their story. The basic story is the memory of the beginning, the leadership of the co-founders, the initiating convictions and actions, and the endorsing repetition of these.

The positive is contested immediately. At stake is the conviction of those committed to the prospect of a better world versus those who are committed to the present. Their view ties them to a negative story. Humans continually contest beginnings and the actions of other humans. Those who have alternative beliefs, devote themselves to a different, contrasting negation of the story of positive human survival. Witnessing will entail differently stories of both proponents and opponents. Using the witness approach, once can trace and decipher the process of a belief system. This approach differs from examining radical historical mega events and processes as dialectical consequences which are inherently contentious, because mainly economic trends and their social manifestations. A witness approach is more akin to a theater production sheet with casting notations rather than a theory of the play.

The mega event is visualized and witnessed as a culmination, although in practice, there may be one, two, or more, endings. That is, the positive mega project, a work in stages, is both a landscape and an enormous theater. Action and actors may be understood by identifying witnesses and their participation in creating history, which centers on a mega event and its process are complex and multiple. Mega event witnesses and their actions are varied and important. In the actions encompassing the mega project, witnesses are several and are constituted by both proponents and opponents, that is, each part in contention has its witnesses. Oppositional interplay is at the crux of mega event that assumes historic stature. At issue are material as well as ideational aspects of a given material circumstance and historical context, as well as the motivations of the actors. The positive initiators are committed to making history through their work. Yet, their mega process eventually fades or ends in their lifetimes or shortly thereafter. Thus, motives and circumstances change.

Looking primarily at positive proponents, initial witnesses are those that pro-actively exert founding responsibility for the sake of a better world, for the possibility of achieving such. Initial witnesses are the prime makers of the event, those who willed the event. These initiating prospects are furthered by a variety of talents, skills, and personalities. The pursuit of this idealized goal involves idealistic notions as well as utilitarian steps or instruments to achieve these. For initiators their message is in fact a statement on the enterprise of survival—we are all involved in this enterprise whether we want to or not. Better to act consciously and decisively. There is a defining sense of personal obligation here, a moral one. One inspection, the involvement encompasses varieties of witnesses which constitute the project. Initiators in fact must be accompanied by children who, though young, are present at the initiation of the mega process. In any case, from the first or in time, they, (the positives), meet their opposites, the major naysayers.

The initiators are supportive or empathetic witnesses who actually make the process and contribute to culminating events. Their presence and participation, their caring, their listening and acting give substance and form to the convocation transmitted by the initiators. They are the committed ones who are the rank and file, energies and vices, the arm and legs, working for an envisioned society-wide, idealistic intention. Supportive witnesses can be direct participant or convinced idealistic sympathizers who act in some way for the process and event. In fact, they are both the achievement of the project and also the audience for transmitting the story of the project and its consequences. They are indeed the conduits for the continuation of the project’s history.

Of particular importance are cultural or organic witnesses whose practice is motivational and directly or indirectly pedagogical. Such witnesses give verve and imagination to the mega process actions as it unfolds, and equally crucial, they will do so for the meaning and interpretation of the future, its historical understanding and broadcasting. Cultural witnesses may be teachers of the lore of the event, those who instruct the larger audience of the community as well as the prime constituency of the event, of the reason and explanations. They are the artists, writers, film-makers, in a word, the communicators. Some cultural witnesses will be direct, Gramscian-identifiable organic organizing participants, others will be sympathetic informational reporters and compelling interpreters of the event. Such persons may be present at the mega event, other will communicate the process as its passage proceeds. Such players facilitate thoughtful contemplation as well as factual reportage of the event. The hoped for positive legacy of the mega event or project as time passes is facilitated, if not outright dependent, on the “communicator” persons who may be empathetic witnesses.

Cultural doers, whether they prefer to overtly shoulder responsibility or not, are liable for their communicating actions, no less so than initiating leaders. There is often a dilemma on their mind and consciousness, as artists and pedagogues, they see both the seriousness as well as the irony of events. They are imbued with the notion of art as beauty and play, and dominant class notions of “objectivity.” Consequent with their participation, artists and writers have the obligation of moral reflection to enrich their work and outreach. The seriousness of legacy overrides aesthetic or formalistic commands. The legacy may often be one of tragedy and sorrow, but preferably the positive organizing point of view is not subject to the whims of audiences not committed to the mega event and processes. The answer to the dilemma is clear: the artist is free and also responsible, she or he exercises judgement and will also, as all witnesses, be judged. In time however, artists, photographers, and reporters with direct contact with initiators and founding actions will cease participating. They will be replaced by communicators or cultural doers with no emotional ties to the mega process.

Those unengaged witnesses are aloof but present, they indeed, stand and serve. As an individual, this witness is not simply, an unthinking and inactive persona, She/he may be a potential recruit whether initially uncommitted and also unreflective. She/he is there as part of the primary or secondary audience, to be moved or repelled at any given moment. The unengaged stance may be merely a pretense at not being a witness; the stance may evolve. Then presence means at least for a moment, to some slight degree, contemplation of the mega event and its process. This self-assessment may lead to non-participation, and this too is a result of reflection of the event. This person, to some extent, commits to the process by their presence and on that basis may claim evaluator latitude, but that is a soft claim to evaluate. Her/his ostensibly non-engaged stance may evolve into a critique of the mega event that is positive or negative, but in either case it is made on the basis of certain involvement.

Positive or negative, mega events are magnetic. Some bystanders may adamantly have chosen not to be with either side. Within the crowd but apart from others are those who pose seemingly as bystanders, but in fact they act in expectation of some possibility of self-gain, some benefit no matter how elusive. This reward may be in practice illusionary, or trivial self-satisfaction, nothing more than a moment’s entertainment. Some individuals exhibit bizarre behavior among the varied participant. They are “show boat” witnesses, who self-identified as bystanders, but who are in fact present but adamantly declare not to be affiliated in the contestation at hand. Show boaters do not often become energized pro-supporters. In any case, the unengaged of whatever sort are part of the audiences for proponents and naysayers, they are contested and thus play in the contestation for years. The struggle for their possible affiliation by positives and naysayers continues into the future. Both parties have to contend with former adherents who evolve intro critics of their former allegiance. To be sure, many present at events of the process are gleefully subject repudiation in the naysayers version of history. For both parties, the early actors and the initial contestatory actions fade. Other must increasingly address public audiences who have little personal connections to past contentions to past contentions and, as a result, the numbers participants decline.

The Opponents

A negative witness is the one who acts against the proposers and their proposition of the mega claim or mega event. To be sure, from their negative perspectives upholding the status quo is positive and those so committed believe themselves to be positive proponents, but mostly they are viewed as negative conservatives. Paradoxically, given their power, their motivation besides preservation is fear and their means are pejorative. Their propagandists do not exhibit the aesthetic élan of their opposite among positives. In any case, negative witnesses are as committed to their ends of survival as the positives are to their proposal. In some cases, even more so. Thus, they are prone to drastic actions not for the sake of propaganda or stature, but to end the proposition and proponents of it. The ‘60s all-purpose peace movement comic Jerry Rubin wants to make you laugh, Mayor Richard of Daily of Chicago ’68 fame wants to both end the humor and humorist. As yet, there are no aesthetically acclaimed murals heroically depicting punishing demonstrators. However, let’s not forget the naysayers do have writers and journalists on their side with clear outreach.

Negative witnesses are also various. What is common to them is an antipathy to the core positive initiators, to those who empathize with the event, and even to the uncommitted bystanders, if they are at the scene of the mega event. In words and actions negatives adamantly are against the positive message and the reasonings underpinning its advocacy. Sometimes the positive witnesses think they are the sole participants in what they initiated, whereas actually the negative are there from the first and also shapers of historic events.

Negatives believe they do not receive the favorable attention they deserve, when in fact as defenders against reforms they receive more public endorsements than their opposites. More importantly, negatives have a variety of material instruments to engage in real politics and often are situated within complex institutional organization. Their supportive complex includes the executive deniers, their adjutants, tactical deployment supervisors, and trained rank and file as well as a significant public constituency. Negatives receive as their claimed due the ready support of most of the media and elected officials, as well as public advocates of one kind or another. Multiple elements are negative witnesses, from the negative emphasizers, to their families, to their apologists and their descendants.

The main negative operatives have front line deniers to carry out their decisions—if the matter at hand is public. The police often add painful or even tragic consequences to their deployment. Regular police are negative witnesses equipped with power at its most rudimentary application—force. Specialized police are trained in keeping persons “in line,” that is, maintaining people’s subjugated status. This assignment in turns is witnessed both by their superiors and the subject persons, including the rank and file of the positive proponents alike. Elected, appointed, and law enforcement supervisors are the responsible executors of painful events for the positive proponents and, thus, makers of their own and their opponent’s histories. They, in action, formulate the equation—resistance merits punishment, defining in practice this applied formula from the past to the present.

Negative history, as story and drama, has the main deniers and their subordinates as central saviors, the creative protagonists, in their script of survival for the world as it is. Their constituencies of negative players and supporters are so much endorsed that deniers never apologize and the have rarely been faulted with crimes against public morality for violating the civil rights of individuals. They are never compelled to an apology, much less judged are they at fault by courts of law. In sharp contrast to the positives, they do not mourn. The major naysayers claim their actions and beliefs are the history for the future. Yet, who and what challenges these assertions? The answer is—the positive cultural witnesses as they engage in struggle over history, whereby the loss of yesterday is turned into the elusive of today, the future.

Conclusion: May time be the handmaiden of truth?

In particular, memory-sensitive weavers of scripts detailing persons and events transmitting the lore of the positive mega process are important for future storytelling. Indeed, the past should not fade. Time cannot be allowed to swallow the tragic memories or the heroics of those working for positive human survival. Loss of historic memory compounds the tragedies of libertarian struggle.

The struggle for the past is no less urgent, no less requiring work than the human survival effort of the truly historic actors and actions. These stories at hand are the sustainers of the past, their tellings and works are no less useful for positive human survival than the heroic actions of yesterday by positive creators. There are real contemporaneous precedents for these labors, if we think of the works of some close at hand: of Saul Friedlander on European Nazis (2009); John H. M. Laslett on Los Angeles Chaves Ravine Neighbors (2015); and Benjamin Madley on California Native Americans (2016). Each is a witness to sorrow and also to the persistence of the human will for a better world. The progressive visions for today and tomorrow depend on the memory provided by historical works written by creative and conscientious historians. We are all witnesses in history-making and must be involved in mapping human survival for a better world future.

Professor Juan Gómez-Quiñones is a Research Professor of History at UCLA, specializing in the fields of political, labor, intellectual and cultural history. As a prolific scholar, key figure in the Chicana/o movement and mentor to countless students and academics, Dr. Gómez-Quiñones has a long trajectory in higher education, civic/political engagement, the arts, poetry and related activities. Born in Parral, Chihuahua, Mexico, he was raised in East Los Angeles. He earned a Ph.D. in History from UCLA.

 

 

JANUARY

 


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High School Ethnic Studies Graduation Requirement
State of California

Suggested Basic Curriculum Principles

(Version 4, November 25, 2019)

by Carlos E. Cortés
 Edward A. Dickson Emeritus
 Professor of History University of California, Riverside


The California State Legislature is considering the establishment of an Ethnic Studies requirement for high school graduation.  This raises a basic question: can state education leaders agree on a set of basic principles to help guide the teaching of high school Ethnic Studies?   At the request of the California State Board of Education, I have developed the following suggested set of Ethnic Studies curriculum principles (my original draft was submitted on September 17, 2019).  In developing these principles I have considered ideas presented in three documents:

(1) Assembly Bill No. 2016, Chapter 327, which was approved by the Governor on September 13, 2016 (hereafter referred to as Assembly Bill No. 2016).

(2) the California Department of Education’s 2020 Ethnic Studies Model Curriculum Guidelines (hereafter referred to as Guidelines).

(3) Chapter 1, Introduction and Overview, Why Teach Ethnic Studies?, submitted by the History-Social Science Subject Matter Committee on May 16, 2019 (hereafter referred to as Ethnic Studies Introduction).

In addition, for historical context on the development of Ethnic Studies, I revisited the seminal 1976 Curriculum Guidelines for Multiethnic Education of the National Council for the Social Studies, created by a task force headed by pioneering Ethnic Studies scholar James A. Banks.  (Full disclosure: I was a member of that five-person task force.)  Among other things, that document called for multiethnic education to help students develop “a better sense of self,” “skills necessary for effective interpersonal and interethnic group interactions,” and the ability “to view and interpret events, situations, and conflict from diverse ethnic perspectives and points of view.”

In suggesting these Ethnic Studies principles, I have attempted to meet the Guidelines’ appeal for clarity.  In particular, the Guidelines (page 2) call for language that “is inclusive and supportive of multiple users, including teachers (single and multiple-subject), support staff, administrators, and the community.”  Obviously, a set of basic principles should help educators.  Equally important, these principles should succinctly and clearly explain the purpose, scope, and value of Ethnic Studies so that students, parents, and other members of the community, including those not conversant with educational jargon, can readily understand them.  To that end, I have attempted to keep such jargon to a minimum, using it only in places where I felt it necessary.  

After considering the three State documents, I have concluded that Ethnic Studies can make a significant contribution by adhering to the following eight basic principles:  
     1) Working toward greater inclusivity.
    2) Furthering self-understanding.
    3) Developing a better understanding of others.
    4) Recognizing intersectionality.    
    5) Pursuing greater justice and equality.
    6) Promoting self-empowerment for civic engagement.
    7) Supporting a community focus.    
    8) Developing interpersonal communication.

(1) Working toward greater inclusivity –- Assembly Bill No. 2016 states that two of California’s educational core values should be equity and inclusiveness.  The Guidelines (page 2) are more specific, calling for Ethnic Studies to “be inclusive, creating space for all students regardless of race, ethnicity, class, gender, sexuality, or citizenship, to learn different perspectives.”  As the 2019 Ethnic Studies Introduction added (page 23), “Thus, it is vital for teachers to engage a multitude of stories, narratives, sources, and contributions of everyone in America so that all students can see themselves as part and parcel of the grand American narrative.”   

In other words, California Ethnic Studies should emphasize educational equity by being inclusive of all students, regardless of their backgrounds or abilities.  This means incorporating the experiences of a broad range of ethnic groups, while particularly clarifying the role of race and ethnicity in California and U.S. life.  Yet, due to curricular time constraints, difficult choices will have to be made at the district and classroom level.   

In principle, Ethnic Studies should embrace all ethnic groups.  However, it should also be recognized that the Ethnic Studies movement of the 1960’s arose because of two particular circumstances.  First, over the course of California and U.S. history, certain ethnic groups had been targeted by oppressive, demeaning, and marginalizing treatment, sometimes by government itself.  Second, the school curriculum and textbooks had traditionally minimized the role and presence of women and people of color.  In brief, the Ethnic Studies movement arose because of historical exclusion and pursued greater inclusion.  Therefore, while Ethnic Studies should address ethnicity in the broadest sense, it should devote special emphasis to the varying experiences of people of color.  

(2)
Furthering self-understanding –- The Guidelines (page 2) call for pedagogies to “validate students’ lived experience.”  Not every student has a strong sense of ethnic identity.  However, all students have an ethnic heritage (or heritages) rooted in the histories of their ancestors.  Building from the concept of student-based inquiry, Ethnic Studies should provide an opportunity for all students to examine their own ethnic heritages.  Increasing numbers of student have multiple ethnic heritages. 

For example, this search can involve the exploration of students’ own family histories.  Through oral histories of family members and, where available, the use of family records, students can develop a better understanding of their place and the place of their ancestors in the ethnic trajectory of California and the United States.  For students with non-English-speaking family members, this would also provide an opportunity to develop research skills in multiple languages.  However, educators should be sensitive to student and family privacy, while also recognizing that factors like adoption, divorce, and lack of access to family information may complicate this assignment for some students. 

(3) Developing a better understanding of others –- The essential and complementary flip-side of self-understanding is the understanding of others.  Ethnic Studies should not only help students explore their own backgrounds.  It should also help build bridges of intergroup understanding.

This interethnic bridge-building can be furthered in various ways.  Obviously, it can be enhanced by exposing students to a wide variety of voices, stories, experiences, and perspectives through materials featuring people of myriad ethnic backgrounds.  But bridge-building can also occur through the classroom sharing of students’ personal stories and family histories.  In this way students can simultaneously learn to understand ethnic differences while also identifying underlying commonalities and personal challenges.

(4) Recognizing intersectionality –- To this point I have attempted to limit my use of educational and academic jargon.  However, one concept is so basic to the understanding of human experience that there is no way to avoid its use.  That is the concept of intersectionality.

Obviously, Ethnic Studies focuses on the role of race and ethnicity.  However, these are not the sole forces affecting personal identity, group identification, and the course of human experience.  People, including students, are not only members of racial and ethnic groups.  They also belong to many other types of social groups.  These groups may be based on such factors as sex, religion, class, ability/disability, age, sexual orientation, gender identity, citizenship status, and language use (Assembly Bill No. 2016 states that 92 languages other than English are spoken throughout California).
For each individual, these multiple social categories converge in a unique way.  That confluence of groups is sometimes called intersectionality.  Those myriad categories influence, but do not necessarily determine, one’s life trajectory.  They also may influence how a person is perceived and treated by others.

To some degree, each person’s individuality and identity are the result of intersectionality.  The lens of intersectionality helps both to explore the richness of human experience and to highlight the variations that exists within ethnic diversity.  By highlighting intragroup variations, intersectionality can also challenge group stereotyping and polarization.    

(5) Pursuit of justice and equality –- Ethnic Studies did not arise in a vacuum.  It arose with the intent of giving voice to stories long silenced, including stories of injustice, marginalization, and discrimination, as well as stories of those who became part of our nation in different ways, such as through slavery, conquest, colonization, and immigration.  Ethnic Studies should address those experiences with both honesty and nuance, drawing upon multiple perspectives.  Ethnic Studies should also examine individual and collective efforts to challenge and overcome inequality and discriminatory treatment.

The Guidelines specify (page 2) that Ethnic Studies should promote “critical thinking and rigorous analysis” of “systems of oppression.”  They also indicate (page 2) that Ethnic Studies should “encourage cultural understanding of how different groups have struggled and worked together.”

The exploration of injustice and inequality should not merely unearth the past.  It should also create a better understanding of dissimilar and unequal ethnic trajectories in order to strive for a future of greater equity and inclusivity.  In the pursuit of justice and equality, Ethnic Studies should help students comprehend the various manifestations of racism and other forms of ethnic bigotry, discrimination, and marginalization, as well as the role that students, both now and as adults, can play individually and collectively in challenging these inequity-producing forces. 

(6) Promoting self-empowerment for civic engagement –- The Guidelines (page 1) call for the promotion of “the values of civic engagement and civic responsibility” as well as “self and collective empowerment (page 2).”  In striving for these goals, the Ethnic Studies Introduction (page 18) recommends the inclusion of “a community engagement/action project that allows for students to use their knowledge and voice to affect social transformation in their community.”  In other words, Ethnic Studies should help students become more engaged locally and develop into effective civic participants, better able to contribute to constructive social change.

The promotion of empowerment through Ethnic Studies can occur in various ways.  It can help students become more astute in critically analyzing documents, historical events, and multiple perspectives.  It can help students learn to discuss difficult issues, particularly when race and ethnicity are important factors.  It can help students learn to present their ideas in strong, compelling, jargon-free language. 

It can help students assess various strategies for bringing about change.  It can provide students with opportunities to experiment with different change strategies, while evaluating the strengths and limitations of each approach.  In short, through Ethnic Studies students can develop civic participation skills, a greater sense of self empowerment, and a deeper commitment to life-long civic engagement.

(7) Supporting a community focus –- In terms of ethnic composition, California school districts vary widely.  In response to this variation, Assembly Bill No. 2016 calls for school districts “to adapt their courses to reflect the pupil demographics in their communities.”  In short, when it comes to Ethnic Studies, one size does not fit all.  

Ethnic Studies in all California districts should address the basic contours of national and statewide ethnic experiences.  This includes major events and phenomena that have shaped our diverse ethnic trajectories.  However, individual school districts may also choose to enrich their approach to Ethnic Studies by also devoting special attention to ethnic groups that have been significantly present in their own communities.

By shaping Ethnic Studies to include a focus on local ethnic groups, districts can enhance learning opportunities through student-based inquiry into the local community.  Such research can draw on multiple sources, such as local records, census material, survey results, memoirs, and media coverage.  It can also involve oral history, providing voice for members of different ethnic communities and allowing students to engage multiple ethnic perspectives.  This local focus can also create additional opportunities for civic engagement, such as working with city government or presenting to school boards.

(8) Developing interpersonal communication –- Achieving the preceding principles will require one additional capability: effective communication.  The Ethnic Studies Introduction (page 13) points to the importance of Ethnic Studies in helping students develop the ability “to effectively and powerfully read, write, speak, think critically, and engage in school.”  
Particularly considering California’s extensive diversity, Ethnic Studies should help build effective communication across ethnic differences.  This includes the ability to meet, discuss, and analyze sometimes hot-button topics.  In other words, students should learn to participate in difficult dialogues.

Ethnic Studies should help students learn to communicate more effectively and constructively with students of other backgrounds.  It should help them develop the ability to communicate with power and clarity, to interact with civility, to listen attentively, and to critically consider new ideas and perspectives.  It should also encourage students to be willing to modify their positions in the light of new evidence and compelling arguments.

To enhance interpersonal communication, particularly among students of varying ethnic backgrounds, a number of topics need to be addressed.  For example, there are expressions used within an ethnic group that may be out-of-bounds when used by those outside of that group.  Students also need to develop a nuanced use of group labels, even when group members may disagree on their preferred labels and even though in-group preferences may change over time.

Even the terms “race” and “ethnicity” present challenges.  What do they mean?  How do they relate to each other?  How has our understanding of that relationship changed over time?  How is this relationship reflected in public documents, such as the U.S. census?  Ethnic Studies should help students address these and other fundamental issues that complicate intergroup communication and understanding.

Conclusion
Ethnic Studies should help bring students and communities together.  This does not mean glossing over differences, avoiding difficult issues, or resorting to clichés about how we are all basically alike.  It should do so by simultaneously doing three things: addressing ethnic experiences and differences as real and unique; building greater understanding and communication across ethnic differences; and revealing underlying commonalities that can bind by bringing individuals and groups together.    
By operating on the basis of these eight principles, statewide Ethnic Studies can become a venue for developing a deeper understanding of the opportunities and challenges that come with ethnic diversity.  It should advance the cause of equity and inclusivity, foster self-understanding, build intergroup and intragroup bridges, enhance civic engagement, and further a sense of human commonality.  In this way, Ethnic Studies can help build stronger communities, a more equitably inclusive state, and a more just nation.
                            



UCLA, Division of Humanities  
received a $25 million gift from Tadashi Yanai, 
the highest from an individual donor ever received 
by the Division of Humanities
January 15, 2020


Dear Alumni and Friends,

I am delighted to announce that the Humanities Division has received a $25 million gift from Tadashi Yanai, the chair, president and CEO of Japan-based Fast Retailing and founder of clothing company Uniqlo. The funds will endow the Tadashi Yanai Initiative for Globalizing Japanese Humanities, elevating UCLA’s status as a leading center for the study of Japanese literature, language and culture.

The gift is the largest from an individual donor in the history of the Division. A previous donation of $2.5 million from Mr. Yanai in 2014 created the Yanai Initiative, a collaboration between UCLA and Waseda University, one of Japan’s most prestigious universities. The program supports academic and cultural programming and enables student and faculty exchanges between the two universities.

The Yanai Initiative is housed in the Department of Asian Languages and Cultures and directed by Professor Michael Emmerich. The latest gift will fund and permanently establish an endowed chair in Japanese literature and will fund conferences, public lectures, faculty research, cultural performances and community outreach. It will support graduate and postdoctoral fellowships and undergraduate awards.

The gift also triggers matching funds from the Humanities Centennial Match and the UCLA Centennial Scholars Match to support UCLA graduate students in Japanese humanities and other areas of study.

Mr. Yanai’s gift is a visionary investment in a field of increasing interest to humanities scholars, students and people everywhere. It will bring new attention to a rich culture that has captured people’s imaginations for centuries.

I am profoundly grateful for such generous support.

Sincerely, David Schaberg
Dean, Division of Humanities
UCLA College

 


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“DO IT”: Carmen Tafolla’s first Official Poem as San Antonio Poet Laureate

Forwarded by Dorinda Moreno, Sent Nov 3, 2019 by Lisa Delao ldelao76@gmail.com
Carmen Tafolla, San Antonio’s first poet laureate, was on the job a little more than a month when she was called on to do why poet laureate’s do: compose and recite a “public poem.” Her poem “DO IT,” which she read Saturday morning at the TriPoint YMCA .  https://therivardreport.com/do-it-carmen-tafollas-first-official-poem-as-san-antonio-poet-laureate/

Tafolla is a prolific writer, lecturer and educator. She’s held numbers faculty positions at different universities and is both a senior lecturer and writer-in-residence at UTSA. She’s published six volumes of poetry, eight children’s books, a collection of short stories, and now is at work on a biography of San Antonio labor activist Emma Tenayuca. You can peruse and buy her work here. Tafolla’s own impressive rise from San Antonio’s Westside barrio is an inspiring story in itself and makes her an ideal choice as the city’s first poet laureate in a time when creating equal education opportunities for inner city students is key to San Antonio achieving its potential as a great American city.

Source:  Robert Rivard May 20, 2012

 


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Damian J. Fernandez, chancellor of Pennsylvania State University at Abington, has been named president of Eckerd College, in Florida. He will succeed Donald R. Eastman III, who plans to retire on June 30.

Nov 19, 2019  
Published November 18, 2019
Sent by Gilbert Sanchez gilsanche01@gmail.com    

Dr. Damian J. Fernandez in the academic quad at Eckerd College

Fernandez, 62, a Cuban immigrant who grew up in Puerto Rico, joins the Eckerd community with more than 30 years of higher education experience in the classroom and administration. As chancellor of The Pennsylvania State University–Abington College since 2016, Fernandez was instrumental in crafting the school’s strategic plan, expanding the faculty, launching three new degree programs and opening the school’s first residence hall.

Fernandez also served as chief executive officer and head of school for New York’s prestigious Ethical Culture Fieldston School, provost and executive vice president for academic affairs at The State University of New York–Purchase College, and vice provost at Florida International University in Miami. Early in his career, he taught at Phillips Academy (Andover, Massachusetts), served as assistant dean at St. Thomas University (Miami) and was an assistant professor at Colorado College (Colorado Springs). He comes to Eckerd as a proven academic administrator and scholar of Cuban politics and international relations

 

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