Sanico 1

Teo Sanico

Dr. Lueck

LEAD CTW 1

2 November 2017

The Role of Racism and Culture in Precious Knowledge

Ari Palos and Eren Isabel McGinnis Precious Knowledge turns a seemingly smaller

social issue into a much larger commentary on racism. The documentary follows the teachers

and students united fight to educate themselves through their Ethnic Studies courses in Tucson,

Arizona. While the primary characters of the film are the Mexican-American teachers and

students fighting for their educational rights, two key characters in this film are the American

superintendents who argue for the abolishment of the Ethnic Studies program at the high school.

Superintendent Horne, a proponent of the abolishment of the Ethnic Studies course, argues this:

Its all about the race - contrary to American ideals (Precious Knowledge). On the other

hand, Mexican-American teachers argue this: Ethnic Studies is the knowledge of other than

your own ethnicity (Precious Knowledge). From here, the debate immediately evolves: a

social rights skirmish explodes into a political war over the operational definition of racism

and its place in America. The meticulous analysis of the debate between the Mexican-Americans

in Tucson and the American superintendents is the most critical aspect of the film because it

redefines racism.

After superintendent Horne calls upon Tucson School District to shut down their Ethnic

Studies program, it becomes clear the Mexican-Americans in Tucson and the American

superintendents have contending views of racism. While the Ethnic Studies programs investigate
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race to establish a greater sense of community in their students, Horne views this as racism

because he thinks the Mexican-Americans are separating groups of people based on ethnicity. In

his address to Tucson High School, Horne claims that he participated in the March on

Washington when MLK delivered his famous I Have A Dream speech. Horne himself

recognizes MLK in his address to the public: He wanted his son to be judged by the quality of

his character rather than the color of his skin, and I believe I am still fighting for that now

(Precious Knowledge). By saying this, Horne makes this debate a racial issue alongside an

educational issue. More importantly, Horne reveals that he values individual character over

racially-based groups. Superintendent Horne argues this in an interview following his call to

action: To divide and treat by ethnicity is wrong in the human, there is a primitive part that is

tribal. It wants to be with members of its own tribe or race. The public school system was

established to transcend that and prepare them academically, not infuse with racial ideas

(Precious Knowledge). Horne fears that TUSD is using taxpayers money to teach their students

based on their cultural background. This is deemed racist and unfair by Tom Horne and his

supporters; thus, they argue that this Ethnic Studies program must be abolished.

Superintendent Huppenthal, a proponent of the abolishment of the same program, takes

Hornes view of racism a step further. He implies that not only are teachers in TUSD separating

based on race, but indoctrinating their students with racially-based ideas. Superintendent

Huppenthal explains his concerns in a debate between Horne and TUSD: The suspicion is that,

inside these classes, these students are being indoctrinated, by people who are in power, to have

a certain mindset of us versus them (Precious Knowledge). Unlike Horne, Huppenthal

acknowledges that race takes a large role in this debate and visits the Ethnic Studies classroom.

In this classroom, he explains: If a group is being oppressed, that means somewhere there is an
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oppressor (Precious Knowledge). Thus, Huppenthal is afraid that the Ethnic Studies program

at THS is portraying America in a negative light by saying that America is racist. Additionally,

he brings up the Ethnic Studies programs use of The Pedagogy of the Oppressed. Now, this

book cites Marx, Lenin, Mao, Castro, and Che Guevara. Not only is Superintendent Huppenthal

concerned with indoctrination within these courses, but he thinks that these courses are teaching

racism against America; and the individuals in this class may come to challenge American

ideals. Huppenthal adds his own interpretation of the situation in TUSD: My sense of it is that

theyre bringing these kids in and saying: the Founding Fathers are racist, the social systems are

stacked up against you, look at these statistics You cant plant evil ideas in kids minds and

expect healthy outcomes (Precious Knowledge). Huppenthal is especially important because

he acknowledges ethnicity is a large issue in this debate; however, he claims that the Ethnic

Studies program is racist by promoting Mexican-American principles and condemning the

current American system. This adds to Hornes view that the program at TUSD is racist because

it separates based on race. However, the Mexican-Americans at TUSD argue that they never

meant to condemn or criticize any system, but simply to educate themselves on their own

conditions.

The Mexican-American courses in Tucson, Arizona are deemed racist because they are

vehemently Anti-American, Anti-Western civilization (Precious Knowledge). In the film,

however, this could not be further from the truth. While all of these concerns regarding

separation based on race and indoctrination have some merit, it is clear in the film that the

teachers at TUSD teach their Mexican-American students based on their race in order to

establish a community that will keep them from dropping out of school. One of these Mexican-

American students elaborates: The way things were going, I probably would have just left
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school. This place saved me (Precious Knowledge). Because this Mexican-American student

is taught based on his race, he decides to stay in school. A pop-up displayed after this statement

provides some statistics regarding Mexican-Americans in the education system: The nationwide

dropout rate for Mexican Americans is over fifty percent; the highest of any minority group

(Precious Knowledge). Mexican-Americans seem to struggle within the American education

system. In response to this system, TUSD established the Ethnic Studies program in order to

educate their students on the society that marginalized and stereotyped them. This may appear

like indoctrination, but it is evident that the words spoken by the teachers at TUSD are inspired

by love for their fellow Mexican-Americans rather than their resentment for the American

system. Within a debate between Horne and TUSD, a student adds, They teach us to embrace

America and all its flaws (Precious Knowledge). It is clear the at Mexican-Americans are not

guilty of racism or indoctrination, but rather they are educating by recognizing their own race in

relation to other races. This is more evident when TUSD teachers invite Horne and Huppenthal

to their classroom. One teacher at THS elaborates on the values of their educational model in a

debate between TUSD and Horne: If you can pinpoint what we advocate for, its love

(Precious Knowledge). It is clear that TUSD shows love for all races.With love being the root

of their academic system, TUSD cannot be blamed for racism; for history has shown that racism

requires a certain amount of fear or hatred for another race. However, the two superintendents

adamant opposition to the Ethnic Studies program at TUSD suggests this debate over racism may

be fueled by hate and fear rather than an a deeper care for educational learning.

Renowned historian and journalist Jeff Biggers reviews the film Precious Knowledge,

analyzes the series of arguments in the documentary, and then emphasizes that racism plays an

active role throughout the film. Furthermore, he insinuates that both Horne and Huppenthal are
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guilty of racism. Biggers elaborates on Hornes corrupt past, and his role in the film: Hornes

spiraling obsession with the Ethnic Studies Program almost borders on the maniacal and risks

statements that are outright falsehoods (Biggers). This is perceivably correct because Horne

claims that he judges based on character rather than skin color; yet, he never even acknowledges

the accomplishments of a single individual in the program. Additionally, he is offered an

opportunity to visit the classroom, but he refuses to acknowledge the invitation. Contrary to

Horne, Huppenthal visits the classroom. However, he only evaluates the classroom at face value.

Instead of investigating the deeper meaning behind Pedagogy of the Oppressed, Huppenthal

investigates only the citations in the book. Furthermore, Huppenthal notices that there are no

posters of American leaders on the walls; he interprets this as direct resistance against American

ideals. Like Horne, Huppenthal refuses to acknowledge the quality of the teachers and students

in the classroom. Biggers elaborates on Huppenthal and his motives: Huppenthal, who ran on a

2010 campaign to stop la raza, takes to the Senate floor and declares parts of our

neighborhoods have been nuclear-bombed by the effects of illegal immigration (Precious

Knowledge). This only highlights Huppenthals fear of Mexican-Americans and their culture,

which explains his support of Hornes mission to abolish the Ethnic Studies program at TUSD.

The Mexican-Americans at TUSD and the American superintendents are both accused of

being racist. Because they have different views of racism, who really is being racist? While the

Mexican-Americans at TUSD investigate themselves and others based on race, they themselves

say they embrace every human with understanding, respect, and appreciation (Precious

Knowledge). While the Mexican-Americans at TUSD do draw influence from a book as

revolutionary as Pedagogy of the Oppressed, they recognize that the essence of that book is

about one thing: Creating greater, better humanity (Precious Knowledge). Because racism is
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rooted in hate and ignorance, the Mexican-Americans in the Ethnic Studies program cannot be

accused of being racist. Racism, according to the Merriam-Webster dictionary, is the belief that

race is the primary determinant of human traits and capacities and that racial differences produce

an inherent superiority of a particular race (Merriam-Webster). When racism is first brought

about as a subject in Biggers review, he makes examples of superintendents Horne and

Huppenthal. Biggers says this about Horne: Horne tells the filmmakers that the cultural-

relevancy-focused curriculum of the Mexican-American Studies Program is based on a

primitive part that is tribal (Biggers). Horne does not only think that traditional American

academics are superior to the Mexican-American approach on education, but he views the same

program as primitive because it is not American. Biggers highlights this about Horne to reveal

the superintendents hidden motivations. As for superintendent Huppenthal, Biggers offers a

different perspective: Huppenthal, who ran on a 2010 campaign to stop la raza, takes to the

Senate floor and declares parts of our neighborhoods have been nuclear-bombed by the effects

of illegal immigration (Precious Knowledge). This simply highlights Huppenthals

xenophobic view of Mexican-Americans as a whole; and Huppenthals unprovoked aggression

towards the Ethnic Studies program is displayed throughout the documentary. Precious

Knowledge does not only wish to highlight the role of racism in this debate between the

Mexican-Americans and the American superintendents, but it also hopes to show how the

definition of racism can be used against those who are marginalized. This documentary displays

the struggle one minority group has to go through to simply educate themselves in todays

America. Not only are the Mexican-Americans in Tucson, Arizona being marginalized and

stereotyped, but so are other minorities in America. But who is doing the marginalizing and

stereotyping? Huppenthal helps draw a conclusion when he says: If a group is being oppressed,
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that means somewhere there is an oppressor (Precious Knowledge). In the film, the

oppressors are not necessarily the American superintendents against TUSD, but those who

remain ignorant to the struggles that Mexican-Americans must go through to succeed in the

society that marginalized them. Precious Knowledge shows how racism played a role in the

debate between the students and teachers at TUSD and the American superintendents. More

importantly, the documentary reminds us of one undeniable, irrefutable fact: racism still plays a

very active role in todays America

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Works Cited

Biggers, Jeff. Arizona's Precious Knowledge: Blockbuster New Film Chronicles Ethnic

Studies Battle. The Huffington Post, TheHuffingtonPost.com, 13 June 2011,

www.huffingtonpost.com/jeff-biggers/precious-knowledge-arizona_b_875702.html.

Merriam-Webster. Racism. Merriam-Webster, Merriam-Webster, 2017,

www.merriam-webster.com/dictionary/racism.

Palos, Ari and Eren McGinnis, directors. Precious Knowledge. Dos Vatos, 2011.
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Cut-Outs

Racism, according to the Merriam-Webster dictionary, is a belief that race is the primary

determinant of human traits and capacities and that racial differences produce an inherent

superiority of a particular race (Merriam-Webster).

Renowned historian and journalist Jeff Biggers analyzes the series of arguments in the

documentary, and then provides additional facts and commentary on the two sides of the debate

portrayed in Precious Knowledge. Through the lens that Biggers review provides, it is clear

that the basic human right of education is not the only social rights issue being addressed in this

film.

This sense confusion can lead to misunderstandings, and Biggers claims that this film

provides an explanation to the misunderstood Ethnic Studies program at TUSD: Precious

Knowledge is the type of unique and powerful film that could ultimately shift public perception

and policy on one of the most misunderstood education programs in the country (Biggers). This

is extremely important because Biggers acknowledges the fact that this Ethnic Studies program

is completely, utterly misunderstood. This film not only contextualizes the misunderstood

program, but also highlights the misunderstood Mexican-American minority in contemporary

American society. A Mexican-American proponent of the establishment of the Ethnic Studies

program says, Ive never met a kid thats had a dysfunctional relationship to learning. Ive met a

lot of kids whove had a dysfunctional relationship to school (Precious Knowledge). A pop-

up displayed after this statement reads: The nationwide dropout rate for Mexican Americans is

over fifty percent; the highest of any minority group (Precious Knowledge). These two facts

together highlight the Mexican-Americans struggle within the American education system. In
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response to this system, TUSD established the Ethnic Studies program in order to educate their

students on the society that marginalized and stereotyped them.

The many issues that this united minority are forced to confront bring into question core

American ideals; additionally, they warrant the passings of Senate Bill 1108 and Senate Bills

269. The issues confronted by both sides, in fact, are so strong that they even question core

American policies and ideals; and this is what the American superintendents are afraid of.

The racial commentary that take place between the Ethnic Studies program at TUSD and

the two American superintendents and their supporters is largely caused by an ideological

difference. To explain, the viewer must investigate the first political battle that is initiated by

superintendent Tom Horne. He is the American superintendent who calls upon TUSD to shut

down their Ethnic Studies program because they are racist. He believes that the establishment

of the Ethnic Studies program is wrong because it forces one to examine other people based on

race. Horne even claims that he participated in the March on Washington, when MLK delivered

his famous I Have A Dream speech. Horne himself recognizes MLK in his address to the

public: He wanted his son to be judged by the quality of his character rather than the color of

his skin, and I believe I am still fighting for that now (Precious Knowledge). In saying this, it

is clear that superintendent Horne believes the Ethnic Studies program at TUSD is racist. It is

also clear that Horne promotes American, individualistic culture because he claims to judge

based on quality of character. This is opposite to the Mexican-American culture, which is

collectivist. This is evident in the Ethnic Studies program, for the teachers preach that the

students must work for each other in order to create a better life in the society that oppressed

them. Collectivistic, Mexican-American culture focuses on the group, while individualistic,

American culture focuses on the individual person. While the Ethnic Studies programs
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investigate race to establish a cultural community between their students, Horne views this as

racism because it is all about race. This difference in definitions of racism is partly due to

the difference in ideologies between the Mexican-Americans and the American superintendents

in the film.

Now, this ideological difference will prove to be extremely important in the next

arguments, for Hornes argument will be built upon by Huppenthal from a similar cultural

perspective. Biggers himself emphasizes the extreme importance of ideological differences and

the situations it causes in the film: Precious Knowledge reveals the ideological and political

fervor afoot in Arizona the anti-ethnic-studies ban and anti-immigrant measures... claims the

Mexican-American Studies courses promote the overthrow of the government and ethnic

resentment (Biggers). In saying this, Biggers reveals that this ideological difference has created

an extreme misunderstanding between the Mexican-Americans in Tucson and superintendent

Tom Horne. This individualistic, American ideology is especially evident when Horne indirectly

criticizes collectivist culture: To divide and treat by ethnicity is wrong in the human, there is

a primitive part that is tribal. It wants to be with members of my own tribe or race. The public

school system was established to transcend that and prepare them academically, not infuse with

racial ideas (Precious Knowledge). Superintendent Tom Horne is directly hinting that the

collectivist teachers in TUSD are not only separating based on race, but indoctrinating their

students with racially-based ideas. And this is where Huppenthal, the second American

superintendent, emerges as a participant in the debate; and this is a critical turning point because

he takes superintendent Hornes argument one step further. He first participates in this argument

when he brings up The Pedagogy of the Oppressed; a book that cites Marx, Lenin, Mao, Castro,

and Che Guevara. All these men are not only controversial in America, but they inspire
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revolutionary action. Superintendent Huppenthal explains his concerns for this: The suspicion is

that, inside these classes, these students are being indoctrinated, by people who are in power, to

have a certain mindset of us versus them (Precious Knowledge). In saying this, Huppenthal

basically reiterates and builds upon superintendent Hornes arguments. Rather than accusing the

students of being racist, he suggests that the Mexican-Americans are challenging

contemporary, American ideals. Now, clearly, this is not the case; however, this situation does

portray the extreme differences between cultures. Huppenthal adds his own interpretation of the

situation in TUSD: My sense of it is that theyre bringing these kids in and saying: the

Founding Fathers are racist, the social systems are stacked up against you, look at these

statistics You cant plant evil ideas in kids minds and expect healthy outcomes (Precious

Knowledge). Even describing the Mexican-American and collectivist ideas as evil is a

testament to how afraid Huppenthal is of a collectivist uprising in response to the American,

individualist system. Through the arguments of these two American superintendents, it is clear

that ideological differences may contribute to misguided assumptions of the Ethnic Studies

program at TUSD. And these misguided assumptions convinced the uninvolved public, local

critics, and all other proponents of the abolishment of the Ethnic Studies program at TUSD.

However, the two senators continued action and adamant opposition of the Ethnic Studies

program suggests this argument may be fueled by hate-inspired racism rather than an a deeper

care for educational learning.

One teacher at THS articulates for his colleagues truthfully: We have the courage to

examine our history for what it is we dare to care about education (Precious

Knowledge).While this is an extremely bold claim, but a somewhat valid one. Huppenthal, the
 Sanico 13

only American superintendent who visited the classroom, said this to the Mexican-Americans at

THS: If a group is being oppressed, that means somewhere there is an oppressor (Precious

Knowledge). Thus, Huppenthal and his supporters are afraid that the Ethnic Studies program at

THS is portraying America in a negative light by saying that America is racist. However, one

teacher at THS articulates for his colleagues truthfully: We have the courage to examine our

history for what it is we dare to care about education (Precious Knowledge). This simple

exchange of dialogue shows how the argument evolves from an education rights issue into a

commentary on oppression in the American setting. This rapid evolution of racial commentary

can be derived from two sources: the misunderstanding of Mexican-American culture, and the

differences over the operational definition of racism. Through the lens of Biggers review, it is

evident that the documentary Precious Knowledge wishes to both provide insight into Mexican

American culture and its relationship to the Ethnic Studies program at TUSD, and the film

wishes to define racism.

One teacher at THS articulates for his colleagues truthfully: We have the courage to

examine our history for what it is we dare to care about education (Precious

Knowledge).While this is an extremely bold claim, but a somewhat valid one. Huppenthal, the

only American superintendent who visited the classroom, said this to the Mexican-Americans at

THS: If a group is being oppressed, that means somewhere there is an oppressor (Precious

Knowledge). Thus, Huppenthal and his supporters are afraid that the Ethnic Studies program at

THS is portraying America in a negative light by saying that America is racist. However, one

teacher at THS articulates for his colleagues truthfully: We have the courage to examine our

history for what it is we dare to care about education (Precious Knowledge). This simple

exchange of dialogue shows how the argument evolves from an education rights issue into a
 Sanico 14

commentary on oppression in the American setting. This rapid evolution of racial commentary

can be derived from two sources: the misunderstanding of Mexican-American culture, and the

differences over the operational definition of racism. Through the lens of Biggers review, it is

evident that the documentary Precious Knowledge wishes to both provide insight into Mexican

American culture and its relationship to the Ethnic Studies program at TUSD, and the film

wishes to define racism.

There are two crucial elements in the film that reveal the American superintendents

racist qualities: Hornes hypocrisy and Huppenthals misguided interpretations. Additionally, it

is important to acknowledge both of the American superintendents ignorance of the statistics

and facts. Horne claims that he judges based on character rather than skin color. Yet, he focuses

on the Ethnic Studies program as being racist without acknowledging a single individual in the

program. Not only this, but he is even offered an opportunity to visit the classroom; however, he

refuses to even acknowledge the invitation. With this irrefutable evidence, Hornes actions can

be viewed as either racist or hypocritical. Biggers elaborates on Hornes corrupt past, and his

role in the film: Hornes spiraling obsession with the Ethnic Studies Program almost borders on

the maniacal and risks statements that are outright falsehoods (Biggers). Hornes words, at the

very least, do not add up in his perceivable actions. Contrary to Horne, Huppenthal actually visits

the classroom; however he only evaluates the classroom at face value. Instead of investigating

the deeper meaning behind Pedagogy of the Oppressed, Huppenthal investigates only the

citations in the novel. Furthermore, Huppenthal notices that there are no posters of American

leaders on the walls; he interprets this as an attack on American ideals. Huppenthal comments in

a later interview in the documentary about the clothes of one teacher, but refuses to acknowledge

the quality of the teachers and students in the classroom. Huppenthals judgement is rather
 Sanico 15

questionable, but Biggers elaborates on Huppenthal by revealing some shocking background

information: Huppenthal, who ran on a 2010 campaign to stop la raza, takes to the Senate

floor and declares parts of our neighborhoods have been nuclear-bombed by the effects of

illegal immigration (Precious Knowledge). This only highlights Huppenthals fear of

Mexican-Americans and their culture, which explains his support of the abolition of the Ethnic

Studies program at TUSD.

The film Precious Knowledge is only a testament to the American superintendents and

their supporters shared arrogance of the classroom setting in the Ethnic Studies course at TUSD.

Their actions are blatantly racist, yet they are successful in shutting down the Ethnic Studies

program at Tucson Unified School District. Biggers review reveals the causes of this political

debate between the proponents and opponents of the Ethnic Studies program. It is revealed that

ideological and cultural difference are not the roots of the problem, but rather the larger problem

of racism in American politics. Because racism is rooted in hate and ignorance, Mexican-

Americans cannot be accused of being racist. While the Mexican-Americans at TUSD do draw

influence from Pedagogy of the Oppressed, they realize that the essence of that book is about

one thing: Creating greater, better humanity (Precious Knowledge). While they do

investigate individual races, the Mexican-Americans embrace every human with understanding,

respect, and appreciation (Precious Knowledge). This is completely opposite to the

superintendents view of this Mexican-American minority and their approach to education. The

film Precious Knowledge informs the viewer about the unfortunate situation of Mexican-

Americans in todays educational structure, and provides further commentary on the role of

racism in contemporary America.

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