Arizona

[asterroc]

In case you missed it the first time, Arizona education is going down the drain, and now there's a second reason. I worry for the baby of a couple friends of mine who live in Arizona.

1) K-12 teachers with "accents" will be "removed" from the classroom. This is based on a misinterpretation of federal law requiring teachers to be "fluent" in English.
http://languagelog.ldc.upenn.edu/nll/?p=2365

2) A new law bans ethnic studies classes, claiming they "promote the overthrow of the U.S. government, [and] promote resentment of a particular race or class of people".
http://www.cyberdrumm.com/index.php?option=com_content&view=article&id=26:welcomeunderachieving-schools&catid=6&Itemid=40

I'm looking forward to visiting Arizona in the future, where I'm sure the children will be learning proper British English due to removing all teachers with American accents, and where their minds will not have been sullied by all those White Studies classes. </bitter>

Comments

[sildra.livejournal.com]

My best history class in high school covered Indian independence and the Pakistani split, South African independence and Apartheid, Israel, Japan from WWII on, the Russian Revolution, the Chinese Revolution and the founding of Taiwan, and the Cold War, including the Vietnam war, but mostly focusing on the interactions between the US and the Soviet Union. We spent a few weeks on each of those things. More than that would have meant excluding some of the others. Yeah, we didn't cover them in depth, but we covered them in as much depth as, say, European history, where we had to cover from 1450-1990 in one year, or American history which was from the neolithic to 1990 (yeah, we barely covered the neolithic or anything after Ford became president). Because depth is really just not the point of high school.

Here's the thing. You were probably a good student and took four years of social studies. So was I. But, at least in California where I grew up, that was not required, so the only people who did it were the honors kids--that's not even all of the college-bound, who were themselves a small fraction of the student body. In fact, my high school didn't offer 10th grade (European) history as a non-honors/AP class, so most kids couldn't have taken four years even if they'd wanted to. If each semester is too specialized, you're going to get big gaps in things that people expect you to know.

And if people do want to learn these things in depth, most colleges offer a whole variety of semester-long courses in the history of all sorts of regions and demographics. I took a couple of those, too.

[zandperl.livejournal.com]

Both statewide and nationwide education standards always say that topics X, Y, and Z should be taught within the grades A-D. Usual grade breakdowns are K-5, 6-8, 9-12. They do not specify whether students should get X-Z mixed together for each year, or if they should get separate units or Semesters of each, so it is at the discretion of the teachers or school systems, much like math teachers can choose to put all of say literal equations into one semester, or can intersperse it with reading graphs.

I'm not talking about special students here, I'm talking about different interpretations of existing national and state mandated education standards. Where do some random lawmakers get off thinking they knw better then the educators and historians who developed those standards to deliberately allow flexibility in how to present or group the material?

[sildra.livejournal.com]

Well, I did start out by saying I thought it was a stupid thing to legislate. I was just pointing out that I could see a clear justification for the policy beyond merely that the legislators were racist.