Let the TUSD Multicultural reforms begin!

by David Safier

Last night, the TUSD Board voted to get rid of Mexican American Studies immediately.

No doubt, lots of people are cheering the decision. But for those of us who are mourning the probable loss of the valuable program (there are still a few good legal fights left to be fought, so nothing is yet written in stone), we have been told TUSD will make things even better for more of its students by making its American history and literature offerings more inclusive across the curriculum, not just for students in Ethnic Studies courses.

Time's a-wastin'. Let's see some of those changes instituted immediately. Or, if "immediately" is too soon — the wheels of bureaucracy grind slow — let's see the changes ready for the 2012-2013 school year.

Making the changes will be a tough slog.

History teachers will rightly ask, "What should I cut out of my current curriculum to include significant lessons in Mexican American history? Oh, and do you want me to cut out even more material so I include more about the American history of other ethnic groups? What tone should I strike to talk about the injustices various minorities have suffered throughout American history so I stay true to the facts without violating provisions of the anti-MAS law?"

Literature teachers will need new texts — contemporary novels, short stories, maybe essays which focus on the Hispanic community. Will the money be forthcoming from the district? If so, who will make the decisions about which texts to purchase? And, as with the American History courses, what material should the teachers eliminate to make room for the new literature?

As the Board and the district look into these changes, they can expect to feel Huppenthal's hot breath on the right side of their necks and the breath of the pro-MAS forces on the left.

This will be a real test for Pedicone, Stegeman, the rest of the Board and the TUSD administration. Are they simply going to cave, or are they going to try to make this an opportunity to take the strengths of the program they elimated and spread them around the district?