Tom Horne, Arizona Superintendent of Public Instruction Verse Tucson Unified School District's Ethnic Studies: A Critical Discourse Study

Simpson, Michael W.

doi:10.2139/ssrn.1372387

Cited by 2 publications

(2 citation statements)

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“…Rather, he creates a racial/ethnic dichotomy of Mexicans and other combatants (Whites). Thus, Horne reconstructs the expectation of the normalcy of whiteness in the US by way of utilizing 'American' as a proxy for White (Rodriguez 1998;Simpson 2009). Secondarily, whiteness is normalized in Horne's critique through his assertion that it is 'strange' that public schools would 'take the Mexican side' in its curriculum.…”

Section: Methodsmentioning

confidence: 99%

“…Simpson (2009) notes, for example, that within the history standards for schools in Arizona, 'Minorities simply made contributions to the superior march of white America' (14). With this proprietary claim to the curriculum, presenting the story of the US in any way that presents Whites as anything but benevolent historical and contemporary figures may be condemned and censored as 'unauthorized conceptions of knowledge' (LadsonBillings and Tate 1995, 59).…”

Section: Methodsmentioning

confidence: 99%

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‘It is certainly strange…’: attacks on ethnic studies and whiteness as property

Orozco

2011

Journal of Education Policy

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In 2010, Arizona passed legislation that attacked ethnic studies in k-12 (kindergarten to 12th grade). Specifically, Mexican American/Raza Studies (MARS) was targeted by the state Superintendent of Public Instruction (SPI), and, in effect, would be eliminated by the Prohibited Courses; Discipline; Schools Law (Prohibited Courses Law). This study utilizes document and content analysis to examine both a letter written by the SPI calling for the elimination of MARS, and the text of the Prohibited Courses Law. Framing the work within critical race theory, these two documents work together to normalize and make property of whiteness in Arizona's public schools, and re-create a hegemonic status quo. In addition, this study analyzes how MARS acts as a site of counter-hegemonic activity by scrutinizing customary discourses as presented in schools and curricula.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%