1 Lopez, Sitko

Liyah Lopez and Gabrielle Sitko

Professor Medina

English 1A CTW : 58331

8 November 2017

The Search for Precious Knowledge and Perspective

Since its release in 2011, the documentary Precious Knowledge has been greeted with

great support from many academic reviewers. The documentary gives viewers an in depth look

into the controversial MAS or Mexican American Studies program at Tucson High Magnet

School. The film takes viewers on a journey that involves identities of race, class and heritage

and also calls viewers to reflect on their own opinions of the Ethnics Studies program.

Supporters of the program claim that one cant engage a student if one doesnt relate to them,

seems to best explains the importance of the ethnic studies program. Most students education

has been based on white culture that not only excludes students, but prevents them from ever

knowing the importance of their own culture.This is in essence why the director, Ari Luis Palos

as well as the teachers at Tucson High Magnet School believe in the effectiveness of the

Mexican American Studies and ethnic studies program. Movie reviewer, Jeff Biggers explains

the significance of ethnic studies and highlights the efforts made by students, staff, and the

Tucson community to save the Raza program in his article for the Huffington Post. In Julio

Noboas article Precious Knowledge by Ari Palos (dir.), the author discusses the necessity for

students to learn from indigenous knowledge while he also promotes awareness and need for the

Mexican American Studies program through institutions across the nation. Through the lens of

the Biggers and Noboa reviews, viewers are able to better understand political implications and

cultural implications of the documentary and are able to grasp the importance of the Mexican

American Studies and the importance of learning about identity.

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Regardless of a viewer's familiarity with the topic of the controversy regarding the MAS

or ethnic studies programs, viewers of the documentary Precious Knowledge can see that to the

students in the film, identity and culture is something worth fighting for. By applying Biggers

lens to the movie viewers perspective, viewers can further understand the significance of

implicating ethnic studies in education as well as the struggles students faced to save these

programs. Biggers highlights the sacrifices students made to save the Mexican American Studies

program when he explains: The stakes in Precious Knowledge are somehow even higher: We

meet students who emerge as their own advocates to not only defend their right to a decent

education, but their very existence and cultural heritage.(n.p.) Similarly, if Julio Noboas lens is

applied to the viewing of the documentary, viewers can better understand the importance of

classes such as the Mexican American Studies program due to a students need to know about

their own identity. In the review, the Noboa is able to convey the importance when he writes:

Ultimately, Precious Knowledge serves to not only document an ongoing struggle for dignity

and identity, it also informs and inspires a new generation of Latino cultural warriors who will

redefine what it means to be an American (312). The authors argue that without these programs,

students are only taught the anglo-perspective of history, never the stories of their own ancestors,

resulting in disengaged students and ultimately academic failure. Through this lens, viewers can

recognize that that Mexican American Studies program was not just an educational experience

for the students, it was a connection to their culture and where they came from. Thus, Noboa

and Biggers are able to show viewers of the documentary that the film is not only a struggle to

keep the Mexican American Studies, but rather a fight for dignity, cultural heritage, and

ultimately existence. Through applying Biggers and Noboas lens, viewers can better understand
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why the Mexican American Studies program is not only useful but necessary in schools and

necessary for the livelihood of the students affected.

As viewers develop a better understanding of the importance of intertwining Ethnic

Studies with education through the reviews, both authors propose a sort of call to action that

favor differing processes. Through his review, Biggers entices a call to advocate for Ethnic

Studies programs to be implicated in education. Biggers introduces his call when he states, At

the same time, the film places the founding of the ethnic studies program in the larger historical

context of Tucsons long-time struggles by the Mexican-American community for better

education and an end to discriminatory policies. A sign from the famed 1969 walkouts, led by

Chicano activists, resonates today: We dare to care about education.(n.p.). Meanwhile, Noboa

takes the approach to reach out to educators by supplying resources for lesson plans including

Ethnic Studies: An entire 22 page curriculum entitled, No History is Illegal, is available

and it contains a cornucopia of instructional resources including a simulation game of role play,

and lesson plans about Chicano history and critical pedagogy (311). While Biggers calls for

viewers to take a stand for change by highlighting continuous attempts, Noboa asks viewers to

take action and move forward in teaching Ethnic Studies by providing resources. These differing

approaches allows viewers to understand the multitude of efforts that could be made to fight for

justice in education. By calling for advocacy and application, both Biggers and Noboa emphasize

the importance of maintaining the legacy of the students in Precious Knowledge and continue

their campaign for culture and accurate context.

If the lens of Biggers and Noboa are applied to the viewing of the documentary Precious

Knowledge, viewers can better understand the importance of the necessity, importance, and

history of the Mexican American study program. In addition, through applying these lenses
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viewers can also better adjust their own perspectives, such as agreeing with Biggers or Noboas

political lens, and are better able to understand the film in a way that resonates with their own

ideology. Moreover, both reviews, as well as the documentary, do share similar claims and

perspectives on the idea of the necessity for these ethnic program; and thus can be concluded that

by not teaching students the entire truth regarding their country and their culture, teachers are

depriving them of a realistic and holistic educational experience.

Work Cited:

Noboa, J. (2014). Precious knowledge by ari palos (dir.). Latino Studies, 12(2), 310-312.

doi:http://dx.doi.org.libproxy.scu.edu/10.1057/lst.2014.26
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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.