State of Arizona House of Representatives HOUSE BILL 2281

Arizona Governor Jan Brewer signing House Bill 2281 into law on 5-11-2010.

The legislation Prohibits Ethnic Studies classes that promote “the Overthrow of the United States government.” And “Gringos.”
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-iSenate Engrossed House Bill State of Arizona House of Representatives Forty-ninth Legislature Second Regular Session 2010 HOUSE BILL 2281 AN ACT AMENDING TITLE 15, CHAPTER 1, ARTICLE 1, ARIZONA REVISED STATUTES, BY ADDING

SECTIONS 15-111 AND 15-112; AMENDING SECTION 15-843, ARIZONA REVISED STATUTES; RELATING TO SCHOOL CURRICULUM. (TEXT OF BILL BEGINS ON NEXT PAGE) H.B. 2281 -11 Be it enacted by the Legislature of the State of Arizona: 2 Section 1. Title 15, chapter 1, article 1, Arizona Revised Statutes, 3 is amended by adding sections 15-111 and 15-112, to read: 4 15-111. Declaration of policy 5 THE LEGISLATURE FINDS AND DECLARES THAT PUBLIC SCHOOL PUPILS SHOULD BE 6 TAUGHT TO TREAT AND VALUE EACH OTHER AS INDIVIDUALS AND NOT BE TAUGHT TO 7 RESENT OR HATE OTHER RACES OR CLASSES OF PEOPLE. 8 15-112. Prohibited courses and classes; enforcement 9 A. A SCHOOL DISTRICT OR CHARTER SCHOOL IN THIS STATE SHALL NOT INCLUDE 10 IN ITS PROGRAM OF INSTRUCTION ANY COURSES OR CLASSES THAT INCLUDE ANY OF THE 11 FOLLOWING:

12 1. PROMOTE THE OVERTHROW OF THE UNITED STATES GOVERNMENT. 13 2. PROMOTE RESENTMENT TOWARD A RACE OR CLASS OF PEOPLE. 14 3. ARE DESIGNED PRIMARILY FOR PUPILS OF A PARTICULAR ETHNIC GROUP. 15 4. ADVOCATE ETHNIC SOLIDARITY INSTEAD OF THE TREATMENT OF PUPILS AS 16 INDIVIDUALS. 17 B. IF THE STATE BOARD OF EDUCATION OR THE SUPERINTENDENT OF PUBLIC 18 INSTRUCTION DETERMINES THAT A SCHOOL DISTRICT OR CHARTER SCHOOL IS IN 19 VIOLATION OF SUBSECTION A, THE STATE BOARD OF EDUCATION OR THE SUPERINTENDENT 20 OF PUBLIC INSTRUCTION SHALL NOTIFY THE SCHOOL DISTRICT OR CHARTER SCHOOL THAT 21 IT IS IN VIOLATION OF SUBSECTION A. IF THE STATE BOARD OF EDUCATION OR THE 22 SUPERINTENDENT OF PUBLIC INSTRUCTION DETERMINES THAT THE SCHOOL DISTRICT OR 23 CHARTER SCHOOL HAS FAILED TO COMPLY WITH SUBSECTION A WITHIN SIXTY DAYS AFTER

24 A NOTICE HAS BEEN ISSUED PURSUANT TO THIS SUBSECTION, THE STATE BOARD OF 25 EDUCATION OR THE SUPERINTENDENT OF PUBLIC INSTRUCTION MAY DIRECT THE 26 DEPARTMENT OF EDUCATION TO WITHHOLD UP TO TEN PER CENT OF THE MONTHLY 27 APPORTIONMENT OF STATE AID THAT WOULD OTHERWISE BE DUE THE SCHOOL DISTRICT OR 28 CHARTER SCHOOL. THE DEPARTMENT OF EDUCATION SHALL ADJUST THE SCHOOL DISTRICT 29 OR CHARTER SCHOOL'S APPORTIONMENT ACCORDINGLY. WHEN THE STATE BOARD OF 30 EDUCATION OR THE SUPERINTENDENT OF PUBLIC INSTRUCTION DETERMINES THAT THE 31 SCHOOL DISTRICT OR CHARTER SCHOOL IS IN COMPLIANCE WITH SUBSECTION A, THE 32 DEPARTMENT OF EDUCATION SHALL RESTORE THE FULL AMOUNT OF STATE AID PAYMENTS 33 TO THE SCHOOL DISTRICT OR CHARTER SCHOOL.

34 C. THE DEPARTMENT OF EDUCATION SHALL PAY FOR ALL EXPENSES OF A HEARING 35 CONDUCTED PURSUANT TO THIS SECTION. 36 D. ACTIONS TAKEN UNDER THIS SECTION ARE SUBJECT TO APPEAL PURSUANT TO 37 TITLE 41, CHAPTER 6, ARTICLE 10. 38 E. THIS SECTION SHALL NOT BE CONSTRUED TO RESTRICT OR PROHIBIT: 39 1. COURSES OR CLASSES FOR NATIVE AMERICAN PUPILS THAT ARE REQUIRED TO 40 COMPLY WITH FEDERAL LAW. 41 2. THE GROUPING OF PUPILS ACCORDING TO ACADEMIC PERFORMANCE, INCLUDING 42 CAPABILITY IN THE ENGLISH LANGUAGE, THAT MAY RESULT IN A DISPARATE IMPACT BY 43 ETHNICITY. H.B. 2281 -21 3. COURSES OR CLASSES THAT INCLUDE THE HISTORY OF ANY ETHNIC GROUP AND 2 THAT ARE OPEN TO ALL STUDENTS, UNLESS THE COURSE OR CLASS VIOLATES 3 SUBSECTION A.

4 4. COURSES OR CLASSES THAT INCLUDE THE DISCUSSION OF CONTROVERSIAL 5 ASPECTS OF HISTORY. 6 F. NOTHING IN THIS SECTION SHALL BE CONSTRUED TO RESTRICT OR PROHIBIT 7 THE INSTRUCTION OF THE HOLOCAUST, ANY OTHER INSTANCE OF GENOCIDE, OR THE 8 HISTORICAL OPPRESSION OF A PARTICULAR GROUP OF PEOPLE BASED ON ETHNICITY, 9 RACE, OR CLASS. 10 Sec. 2. Section 15-843, Arizona Revised Statutes, is amended to read: 11 15-843. Pupil disciplinary proceedings 12 A. An action concerning discipline, suspension or expulsion of a pupil 13 is not subject to title 38, chapter 3, article 3.1, except that the governing 14 board of a school district shall post regular notice and shall take minutes 15 of any hearing held by the governing board concerning the discipline, 16 suspension or expulsion of a pupil. 17 B. The governing board of any school district, in consultation with 18 the teachers and parents of the school district, shall prescribe rules for 19 the discipline, suspension and expulsion of pupils. The rules shall be

20 consistent with the constitutional rights of pupils and shall include at 21 least the following: 22 1. Penalties for excessive pupil absenteeism pursuant to section 23 15-803, including failure in a subject, failure to pass a grade, suspension 24 or expulsion. 25 2. Procedures for the use of corporal punishment if allowed by the 26 governing board. 27 3. Procedures for the reasonable use of physical force by certificated 28 or classified personnel in self-defense, defense of others and defense of 29 property. 30 4. Procedures for dealing with pupils who have committed or who are 31 believed to have committed a crime. 32 5. A notice and hearing procedure for cases concerning the suspension 33 of a pupil for more than ten days. 34 6. Procedures and conditions for readmission of a pupil who has been 35 expelled or suspended for more than ten days. 36 7. Procedures for appeal to the governing board of the suspension of a 37 pupil for more than ten days, if the decision to suspend the pupil was not

38 made by the governing board. 39 8. Procedures for appeal of the recommendation of the hearing officer 40 or officers designated by the board as provided in subsection F of this 41 section at the time the board considers the recommendation. 42 C. Penalties adopted pursuant to subsection B, paragraph 1 of this 43 section for excessive absenteeism shall not be applied to pupils who have 44 completed the course requirements and whose absence from school is due solely H.B. 2281 -31 to illness, disease or accident as certified by a person who is licensed 2 pursuant to title 32, chapter 7, 13, 15 or 17. 3 D. The governing board shall: 4 1. Support and assist teachers in the implementation and enforcement 5 of the rules prescribed pursuant to subsection B of this section. 6 2. Develop procedures allowing teachers and principals to recommend 7 the suspension or expulsion of pupils. 8 3. Develop procedures allowing teachers and principals to temporarily

9 remove disruptive pupils from a class. 10 4. Delegate to the principal the authority to remove a disruptive 11 pupil from the classroom. 12 E. If a pupil withdraws from school after receiving notice of possible 13 action concerning discipline, expulsion or suspension, the governing board 14 may continue with the action after the withdrawal and may record the results 15 of such action in the pupil's permanent file. 16 F. In all action concerning the expulsion of a pupil, the governing 17 board of a school district shall: 18 1. Be notified of the intended action. 19 2. Either: 20 (a) Decide, in executive session, whether to hold a hearing or to 21 designate one or more hearing officers to hold a hearing to hear the 22 evidence, prepare a record and bring a recommendation to the board for action 23 and whether the hearing shall be held in executive session. 24 (b) Provide by policy or vote at its annual organizational meeting 25 that all hearings concerning the expulsion of a pupil conducted pursuant to

26 this section will be conducted before a hearing officer selected from a list 27 of hearing officers approved by the governing board. 28 3. Give written notice, at least five working days before the hearing 29 by the governing board or the hearing officer or officers designated by the 30 governing board, to all pupils subject to expulsion and their parents or 31 guardians of the date, time and place of the hearing. If the governing board 32 decides that the hearing is to be held in executive session, the written 33 notice shall include a statement of the right of the parents or guardians or 34 an emancipated pupil who is subject to expulsion to object to the governing 35 board's decision to have the hearing held in executive session. Objections 36 shall be made in writing to the governing board. 37 G. If a parent or guardian or an emancipated pupil who is subject to 38 expulsion disagrees that the hearing should be held in executive session, it 39 shall be held in an open meeting unless: 40 1. If only one pupil is subject to expulsion and disagreement exists

41 between that pupil's parents or guardians, the governing board, after 42 consultations with the pupil's parents or guardians or the emancipated pupil, 43 shall decide in executive session whether the hearing will be in executive 44 session. H.B. 2281 -41 2. If more than one pupil is subject to expulsion and disagreement 2 exists between the parents or guardians of different pupils, separate 3 hearings shall be held subject to this section. 4 H. This section does not prevent the pupil who is subject to expulsion 5 or suspension, and the pupil's parents or guardians and legal counsel, from 6 attending any executive session pertaining to the proposed disciplinary 7 action, from having access to the minutes and testimony of the executive 8 session or from recording the session at the parent's or guardian's expense. 9 I. In schools employing a superintendent or a principal, the authority 10 to suspend a pupil from school is vested in the superintendent, principal or

11 other school officials granted this power by the governing board of the 12 school district. 13 J. In schools that do not have a superintendent or principal, a 14 teacher may suspend a pupil from school. 15 K. In all cases of suspension, it shall be for good cause and shall be 16 reported within five days to the governing board by the superintendent or the 17 person imposing the suspension. 18 L. RULES PERTAINING TO THE DISCIPLINE, SUSPENSION AND EXPULSION OF 19 PUPILS SHALL NOT BE BASED ON RACE, COLOR, RELIGION, SEX, NATIONAL ORIGIN OR 20 ANCESTRY. IF THE DEPARTMENT OF EDUCATION, THE AUDITOR GENERAL OR THE 21 ATTORNEY GENERAL DETERMINES THAT A SCHOOL DISTRICT IS SUBSTANTIALLY AND 22 DELIBERATELY NOT IN COMPLIANCE WITH THIS SUBSECTION AND IF THE SCHOOL 23 DISTRICT HAS FAILED TO CORRECT THE DEFICIENCY WITHIN NINETY DAYS AFTER

24 RECEIVING NOTICE FROM THE DEPARTMENT OF EDUCATION, THE SUPERINTENDENT OF 25 PUBLIC INSTRUCTION MAY WITHHOLD THE MONIES THE SCHOOL DISTRICT WOULD 26 OTHERWISE BE ENTITLED TO RECEIVE FROM THE DATE OF THE DETERMINATION OF 27 NONCOMPLIANCE UNTIL THE DEPARTMENT OF EDUCATION DETERMINES THAT THE SCHOOL 28 DISTRICT IS IN COMPLIANCE WITH THIS SUBSECTION. 29 L. M. The principal of each school shall ensure that a copy of all 30 rules pertaining to discipline, suspension and expulsion of pupils is 31 distributed to the parents of each pupil at the time the pupil is enrolled in 32 school. 33 M. N. The principal of each school shall ensure that all rules 34 pertaining to the discipline, suspension and expulsion of pupils are 35 communicated to students at the beginning of each school year, and to 36 transfer students at the time of their enrollment in the school. 37 Sec. 3. Effective date

38 This act is effective from and after December 31, 2010.

Arizona Bill Targeting Ethnic Studies Signed Into Law

Gov. Jan Brewer signs the bill that bans schools from teaching classes designed for students of a particular ethnic group. School districts may appeal the law, which becomes effective Dec. 31, 2010.
A bill that aims to ban ethnic studies in Arizona schools was signed into law Tuesday by Gov. Jan Brewer, cheering critics who called such classes divisive and alarming others who said it’s yet another law targeting Latinos in the state.

The move comes less than 20 days after Brewer signed a controversial immigration bill that has caused widespread protests against the state. The governor’s press office did not return requests for comment Tuesday evening.

HB 2281 bans schools from teaching classes that are designed for students of a particular ethnic group, promote resentment or advocate ethnic solidarity over treating pupils as individuals. The bill also bans classes that promote the overthrow of the U.S. government. The bill was written to target the Chicano, or Mexican American, studies program in the Tucson school system, said
state Supt. of Public Instruction Tom Horne. School districts that don’t comply with the new law could have as much as 10% of their state funds withheld each month. Districts have the right to appeal the mandate, which goes into effect Dec. 31. Tucson Unified School District officials say the Chicano studies classes benefit students and promote

critical thinking. “We don’t teach all those ugly things they think we’re teaching,” said Judy Burns, the president of the district’s governing board. She has no intention of ending the program, which offers courses from elementary school through high school in topics such as literature, history and social justice, with an emphasis on Latino authors and history. About 3% of the district’s 55,000 students are enrolled in such classes. Horne has been trying to end the program for years, saying it divides students by race and

promotes resentment. He singled out one history book used in some classes, “Occupied America: A History of Chicanos,” by Rodolfo Acuna, a professor and founder of the Chicano studies program at Cal State Northridge. “To begin with, the title of the book implies to the kids that they live in occupied America, or occupied Mexico,” Horne said last week in a
telephone interview. Also last week, Augustine Romero, director of student equity in the Tucson school district, said it

now had become politically acceptable to attack Latinos in Arizona. Ethnic studies are taught at high schools and colleges nationwide, but the Tucson district officials say their 14-year-old program is unique because it’s districtwide, offered to grades K-12, and can satisfy high school graduation requirements. In Los Angeles, more educators have been attempting to build curriculums, teaching lessons or units in ethnic studies, especially with the growth of charter schools in the area, said Maythee Rojas, the president of the National. Assn. of Ethnic Studies. “I don’t think it’s uncommon anymore,” she said. In Tucson, the program is supported by a courtordered desegregation budget, and is part of the district’s initiative to create equal access for Latinos. Board member Mark Stegeman said he believes the board needs to consider the program carefully and whether the courses, as taught, violate the new law. Perhaps an external audit could be done to assess that, he said. Ethnic studies courses are sometimes controversial because people believe the programs are attempting to replace one voice with another, Rojas said.

The Tucson district plans to double the number of students in Chicano studies in the upcoming school year, said Sean Arce, the director of the program. Arce said that now that the bill has become law, he’s waiting for direction from the district’s legal department.
http://patdollard.com/2010/05/arizona-bill-targeting-ethnicstudies-signed-into-law/

Bill targets ethnic studies program in Arizona
Curriculum accused of fostering 'ethnic chauvinism' The state of Arizona signed into law the nation's toughest immigration law last month. Now - Arizona State Governor

Jan Brewer has signed a bill targeting a school district's ethnic studies program, saying it fosters resentment against whites on the part of MexicanAmericans.

The Tucson Unified School District program offers specialized courses in African-American, MexicanAmerican and Native-American studies. LOS ANGELES, CA - State schools chief Tom Horne, a supporter of the bill, says he thinks that the Tucson

school district's Mexican-American studies program teaches Latino students that they are oppressed by white people - and that public schools should not be encouraging students to resent a particular race.

"It's just like the old South, and it's long past time that we prohibited it," Horne says.
The measure signed this week prohibits classes

that advocate ethnic solidarity, that are designed primarily for students of a particular race or that promote resentment toward a certain ethnic group.
The Tucson Unified School District program offers specialized courses in African-American, MexicanAmerican and Native-American studies. The courses focus on history and literature, and include information about the influence of a particular ethnic group. The district's Mexican-American Studies program explores the role of Hispanics in the Vietnam War, and a literature course emphasizes Latino authors. Horne, a Republican, claims that the program

promotes "ethnic chauvinism" and racial resentment toward whites while segregating students by race. He was prompted into action after he learned that Hispanic civil rights activist Dolores Huerta told students in 2006 that "Republicans hate Latinos."
The measure doesn't prohibit classes that teach about the history of a particular ethnic group, as long as the course is open to all students.

About 1,500 students at six high schools are enrolled in the Tucson district's program. The district is 56 percent Hispanic, with nearly 31,000 Latino students.
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http://www.catholic.org/politics/story.php?id=36538&wf=rsscol

Mexican Revolutionaries in America
By Cliff Kincaid | May 18, 2010 http://www.aim.org/aim-report/mexican-revolutionaries-inamerica/

There are many obvious flaws in the book, and the treatment of communist subversion in the Western hemisphere is one of them.

One of Bill Ayers’ courses at the University of Illinois includes Pedagogy of the Oppressed as required reading. Author Paulo Freire, a Brazilian Marxist, declared: “This, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well.” It turns out that the Freire book is required reading in “Raza Studies” or Mexican-American courses in the high schools in Tucson, Arizona, where students have been protesting Arizona’s new immigration law. Other required books are Occupied America by Rodolfo Acuña, a professor emeritus of Chicano studies at California State University in Northridge (CSUN), and Prison Notebooks by Antonio Gramsci, the Italian Communist. Occupied America, the fifth edition, includes an image of Fidel Castro on the front cover, and Castro and Che Guevara on the back cover. It refers to white people as “gringos” and actually includes a quotation on page 323 from Jose Angel Gutierrez of the Mexican American Youth Organization (MAYO), who was angry over the cancellation of a government program. He declared:

“We are fed up. We are going to move to do away with the injustice to the Chicano and if the ‘gringo’ doesn’t get out of our way, we will stampede over him.” The book goes on: “Gutierrez attacked the gringo establishment angrily at a press conference and called upon Chicanos to ‘Kill the gringo,’ which meant to end white control over Mexicans.” Reviewing this material for the National Association of Scholars, Ashley Thorne commented that, “Actually, ‘kill the gringo’ meant ‘kill the gringo.’ But admitting that makes Mexicans look radical, infuriated, revolutionary, Acuña sidestepped that image and substituted it with one of browbeaten Latinos rising to overthrow injustice.” The Arizona citizens upset about this kind of material said that they initiated an investigation into the problem back in 2007 and found it difficult to get access to the books. One activist said the concern began when parents came to be aware of violence in the schools directed against white and black children. “This investigation was undertaken to find the roots of this hate,” she told me. Another person, in turn, “told me the books in their

Mexican-American classes are kept under ‘lock and key’ and the kids can’t even take them home. She said she asked to see them but they were very secretive about them and she was prohibited.” However, the citizen activists persisted, demanding access to the books under a state open records law. The courses, after all, are taxpayer-funded. Eventually, a list of books was produced, and a controversy ensued. The footnotes for Pedagogy of the Oppressed tell us a lot about the nature of the book. Sources include Karl Marx and Friedrich Engels, Mao, Herbert Marcuse, and Vladimir Lenin. The American Educational Research Association (AERA), which Bill Ayers serves as a vicepresident, includes a “Paulo Freire Special Interest Group” in his honor. AERA has more than 25,000 members, including “educators; administrators; directors of research; persons working with testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists.” More open than even Bill Ayers about the mission, Paula Allman wrote Critical Education Against Global Capitalism, incorporating the ideas of

Marx, Freire and Antonio Gramsci, the Italian communist who emphasized the subversion of Western cultural institutions such as the educational system. Allman is in the School of Continuing Education at the University of Nottingham, England. The foreword to her book is by UCLA Professor Peter McLaren, one of those on Bill Ayers’ own “blog roll” of favorite websites, and an open advocate of “Revolution as education,” the subtitle of one of his books. Allman, he wrote, was “part of a bold new group of Marxist educationalists in Britain…” Here, McLaren is leading the charge, as Ayers tags along and gets most of the “glory.” Bill Ayers explains to his students that Freire’s Pedagogy of the Oppressed is “a complicated and layered book that will likely take you some time and sustained commitment.” This is a book written by a Marxist for the purpose of sparking communist revolution. As the title indicates, this is a Marxist view of oppressors and the oppressed. Hence, students reading this book are supposed to come to an understanding of how various groups in society are being “oppressed.” In fact, students themselves may come to believe, under careful guidance, that they, too, are members of the

“oppressed” class. Didn’t such a realization lead to the “student movement” of the 1960s, of which Ayers and his wife Bernardine Dohrn, were prominent members? Perhaps this has something to do with the “new SDS,” a new group of student activists being groomed by the Movement for a Democratic Society, under the watchful eyes of Ayers, Dohrn and their comrades. The “Oppressed” in America In the hands of a skillful “educator,” and in the context of the reading of Pedagogy of the Oppressed and Occupied America, the apparent aim is to convince the Mexican-American youth that they are the victims of the “oppressors” — white society. Occupied America opens with a map of “The Mexican Republic, 1821,” showing Mexico in control of the Southwest United States. The subtitle of Occupied America, “A History of Chicanos,” sets the tone. Freire promises them “liberation” from the gringos. There are many obvious flaws in the book, and the treatment of communist subversion in the Western hemisphere is one of them. The book examines the wars in El Salvador and Nicaragua in the 1980s

from the standpoint of the U.S. trying to maintain “North American hegemony” and the power of the “ruling elite.” President Reagan is portrayed as a fool for insisting that the Soviets and Cubans constituted any kind of threat to the region. Procommunist groups such as the Committee in Solidarity with the People of El Salvador (CISPES) are depicted as helping refugees and countering “Reagan’s propaganda.” But Reagan is attacked not only for resisting communist subversion. “In 1981 Reagan declared war on working families by firing 11,400 air traffic controllers…” it declares. When Reagan was elected president, “he appointed his Mexicans to offices.” (emphasis in original). The book explains that Reagan’s Mexicans were not “committed people” but “were conservative” and, for the most part, had “few links to the community.” What’s more, “resistance to bilingual education increased during the Ronald Reagan years,” it says ominously. Despite a controversy over the use of such books as Occupied America in the Tucson, Arizona schools, the University of Arizona in 2008 co-sponsored a four-day institute with Tucson Unified School District’s Mexican American/Raza Studies program that featured Peter McLaren as a keynote speaker.

McLaren’s website opens with music and the face of Che Guevara on a red flag urging people to “join the revolution,” while another speaker, Sandy Grande, an associate professor of education at Connecticut College, has a website that features a Che Guevara quotation: “The first step to educate the people is to introduce them to the revolution. Never pretend you can help them conquer their rights by education alone, while they must endure a despotic government.” Grande’s research “has focused on critical theory and American Indian intellectualism and she has written widely on topics that include revolutionary struggle, identity, power and environmental ethics.” According to her bio, Professor Grande’s approach “is profoundly interand cross-disciplinary, and has included the integration of critical, feminist and Marxist theories of education with the concerns of American Indian and environmental education.” It says that she “teaches Foundations of Modern Education, School and Society, and Methods of Teaching. In addition to these courses, she has also taught courses in Multicultural Education,

History of American Education, and the Pedagogy of Revolution.” Grande, chair of the Education Department, says that “our legacy builds upon on a long list of teacher/intellectuals: Paulo Freire, Maxine Greene, Peter McLaren, Michelle Fine, Antonia Darder, Joel Spring, Michael Apple, Marie Clay, Linda Thuwai Smith, Lisa Delpit, and Vine Deloria.” Ayers must be wondering why he failed to make the grade. One of the leading critics of the Freire approach is Sol Stern of the Manhattan Institute, who points out that China and Cuba, “whose regimes Mr. Freire praised,” never reformed their own educational systems along these lines and instead have concentrated on producing more industrial managers, engineers and scientists. It seems that Pedagogy of the Oppressed is being reserved for the capitalist countries still in need of “liberation.” In a lengthy analysis, Stern notes that Pedagogy of the Oppressed “has achieved near-iconic status in America’s teacher-training programs” and that one study found that it was “one of the most

frequently assigned texts” in the curricula of 16 schools of education — 14 of them among the topranked institutions in the country. “These course assignments are undoubtedly part of the reason that, according to the publisher, almost 1 million copies have sold, a remarkable number for a book in the education field,” he noted. The Fake “Conservatives” in Britain Guess which political party is dedicated to funding “the training of an army of independent community organizers to help people establish and run neighborhood groups?” It’s the British Conservative Party, which “won” the May 6 elections but failed to get a majority of members of Parliament. It was the first “hung parliament,” with no party getting a majority, since 1974. But don’t assume that because this party, led by David Cameron, calls itself and is called “conservative,” that it is truly conservative. This “conservative” party had actually adopted variations on the ideas of the left-wing and socialist parties in Britain. It openly said that it favored the idea of creating a “Big Society” supposedly as an alternative to Big Government.

Making a complete mockery of the term “conservative,” the British Conservative Party also wants:
• • •

A new “Big Society Bank,” A “National Citizen Service,” An annual “Big Society Day” to celebrate the work of neighborhood groups and encourage more people to take part in social action.

In reports in advance of the British election, our media were referring to the “center-right” British Conservative Party. But this party is on the left, in terms of many domestic, social, and foreign policy issues, and was not “conservative” in any traditional sense. It offered voters very little alternative to the competing leftist parties. This is a warning of what happens when traditional conservatism is watered down and loses its appeal and meaning. This will continue to happen to the Republican Party if it continues to ignore the “values voters,” caters to socially “progressive” libertarians, and spends money on such things as lesbian dancers at strip clubs. This actually occurred under chairman Michael Steele. Except for some talk about making bureaucracy more efficient, the British Conservative Party became a

laughingstock in terms of promoting limited government. What’s more, it had moved far to the left in order to attract votes from the sexually different. A story on the British Conservative Party website, “Conservatives Champion Gay Equality,” said, “Under the leadership of David Cameron, the British Conservative Party has gone further in supporting gay equality than other centre-right parties in similar countries and the Party is now taking the case for greater equality to America, in particular highlighting the benefits of civil partnerships. [Nick] Herbert discussed the issue on the [British] Today programme, and is due to give a speech at the Cato Institute in Washington D.C. on the theme.” The “Gay” Conservatives Herbert, who is openly homosexual, is the Conservative Party Shadow Secretary of State for Environment, Food and Rural Affairs. He “married” his boyfriend last year. Herbert said in the speech at Cato, a major libertarian think tank in the U.S., that “I’m especially honored to be sharing a platform with one of Britain’s most valuable exports, Andrew Sullivan.”

Keep in mind that Andrew Sullivan, who is HIVpositive, was caught soliciting so-called “barebacking sex”-unprotected anal intercourse-with other homosexuals. This revelation, however, hasn’t hurt his marketability on the liberal talk show circuit, especially the Chris Matthews show. Sullivan, who sometimes calls himself a “gay conservative,” has since “married” another man. At Cato, Herbert said he looked forward to the day when “the Prime Minister of the UK or the President of the United States could just as easily be gay as black.” He declared that homosexuality “isn’t a condition to be cured and it can’t be willed away through prayer.” In fact, however, homosexuality can be cured or changed through secular therapy, ministries, and other methods. That is why the group, Parents and Friends of Ex-Gays and Gays, exists. The Cato Institute is the preferred vehicle for insinuating such “values” as homosexuality into the conservative movement and the Republican Party here. Cato is also militantly pro-marijuana. Cameron, Conservative Party leader and candidate for Prime Minister in the May 6 election, says he is not only pleased that the age of consent for gay men

was reduced from 21 to 18 in 1994 and to 16 in 2000, but believes that criminal convictions related to past homosexual activity should be expunged from one’s personal records. Here were some other gems from Cameron:

“We are totally committed to the fight for gay rights and there will be absolutely no going back on equality legislation if a Conservative government is elected next month.” “We have backed tougher legislation to crack down on gay hatred and we will extend tax advantages and new rights to flexible working to those in civil partnerships.”

The reference to “gay hatred” is designed to justify government repression of those with anti-homosexual views. Cameron was so desperate for gay votes that he gave an interview to a British publication known as Gay Times, which advertises “gay escorts” and “the hottest hardest online gay movies.” He also announced that he would send Herbert to Poland to try to convince Polish Catholic politicians to tone down their opposition to homosexuality.

Sounding like Obama’s “safe schools” czar Kevin Jennings, who promoted homosexuality in schools before getting his administration job, Cameron told a British publication called “Pink News” that he wants to give teachers “the tools” they need to deal with prejudicial attitudes such as “homophobia” in the schools. He also declared:

A willingness to consider additional funding for transgendered people suffering from mental problems; That he rejects “socially conservative views,” which he compares to “homophobia;” That gay couples should be free to adopt children; That tax breaks for married couples should also be granted to homosexuals in a “civil partnership.”

Branching into other areas, the British Conservative Party favors:

Action “to combat climate change” and “immediate action to give Britain leadership in a low carbon world.” “A strong and effective relationship with China.”

“We will back the NHS [National Health Service]. We will increase health spending every year.”

There is a section in the party’s “Conservative Manifesto 2010″ that calls for “One World Conservatism,” including a commitment to fulfilling the Millennium Development Goals of the United Nations by spending more on foreign aid. It happens to be the same goal as that of the “progressive” Obama Administration. Don’t be fooled by the “conservative” victory in Britain. Kagan’s Goldman and Gay Controversies President Obama says he wants his Supreme Court nominees to represent ordinary people. But how many of them sat as paid members of an advisory panel for Goldman Sachs, now under indictment for deceiving investors? USA Today was the first to disclose that Obama Supreme Court nominee Elena Kagan was on the Goldman panel from 2005 to 2008. The White House played down the connection, and most of the media followed suit. Obama spokesman

Robert Gibbs said her work for Goldman had nothing to do with the activities in the case that the Securities and Exchange Commission has filed against the firm. He claimed, “This is a panel that had absolutely nothing to do with the decisions that Goldman has made that they’re now being investigated for.” So what did she do for Goldman anyway? Where are the minutes of those meetings? Goldman describes its Global Markets Institute as being in the business of providing “research and high-level advisory services to policymakers, regulators and investors around the world.” At the recent Goldman annual meeting, Peter Flaherty of the National Legal & Policy Center confronted Goldman CEO Lloyd Blankfein about Goldman’s financial support of Jesse Jackson. Blankfein said he didn’t know if Goldman supported Jackson. Flaherty said, “I challenged him by asking, ‘You do not know?’ and ‘You give Jackson’s group six-figure sums and you don’t know about it?’ I believe that Blankfein does know and he was being dishonest.” So what about Goldman and Kagan? More work needs to be done by the media on this controversy. Our media should not be content with what the White House and Goldman say

Answers are also needed in regard to reports that Kagan is a lesbian. Peter LaBarbera of Americans for Truth points out, “Kagan has a strong prohomosexual record, including, as Harvard dean, fighting to keep military recruiters off the campus because the military bars homosexuals. Americans certainly have a right to know if her activism is driven by deeply personal motivations that could undermine her fairness as a judge.” Editor's Notes: The pro-gay British "conservatives" aren't the only ones who have a problem with traditional conservatism. Fox News employs Tammy Bruce, a lesbian who masquerades as a conservative. She has just joined the homosexual Republican group GOProud as the chair of its advisory council. You may recall that David Keene of the American Conservative Union made a bone-headed move by inviting GOProud to the recent Conservative Political Action Conference. Social conservatives who want to preserve traditional values and the traditional family were justifiably outraged. Bruce has appeared at functions sponsored by the Log Cabin Republicans, another homosexual activist group, and served on California Governor Arnold Schwarzenegger's Transition Team.

I repeat: you can't be a legitimate conservative and be either pro-homosexual or a homosexual. This completely distorts the meaning of the word "conservative." We need accuracy in political terminology. Speaking of distorting conservatism, the Washington Post has hired somebody named David Weigel to "cover" the conservative movement. I first came across him when he made fun of AIM's 40th anniversary conference because I had given a long speech in which I noted, in passing, that I had released a copy of my original birth certificate and wondered why Obama was not releasing his. I then became a "birther," which is a term of derision. Frankly, I didn't pay much attention to Weigel, and refused to return his telephone calls because I recognized he was a hatchet man out to make conservatives in the media look bad. At that time, however, he was working for some left-wing rag called the Washington Independent and was a contributor to Reason, the libertarian magazine. Now, he is with the Post, which is part of the company that recently announced it is selling Newsweek, another one of its liberal properties. Like so many other liberal media companies, the Post is in disarray and scrambling to survive. The paper compounds its problems by hiring a hack like Weigel.

Cliff Kincaid is the Editor of the AIM Report and can be reached at cliff.kincaid@aim.org http://www.aim.org/aim-report/mexicanrevolutionaries-in-america/