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I have to say, it is refreshing to see that the Tucson school officials' racism was called out. Although it is 7 years too late, i appreciate the fact that the school district will hopefully be able to reinstate the MAS curricula.

I think that it is incredibly interesting to see, that, despite this bill being primarily fought and talked about the induction of ethnic studies into high school curricula, most of the edits relate to technical career education. I wonder why this is? I would be interested to learn more about why technical education required so much revising. Is this the missing picture that we did not see in the previous document?

I think that it is important to note that the proposed ethnic studies curricula would not only provide culturally sensitive education, which would most likely garner interest from marginalized students, but would also automatically count towards said students' admission into state universities. To me, this speaks to an actual movement of 'affirmative action' that would benefit POC rather than mostly benefitting white women.

I am curious as to why it took the governor almost 16 days to decide to veto this bill. What happened over the course of those days that made them decide that this bill shouldn't pass? Especially after it made it all the way to the governor? Certainly the assembly, senate, etc. must've been in favor of the bill if it made it that far...

I really like this note about facilitating a strengths-based resilience narrative approach to teaching ethnic studies. While, yes, it is important to teach the atrocities, it is also equally important (in my mind) to highlight that marginalized communities are still thriving and creating love and joy. To me, this process of highlighting resistance through positive affect acts as a way to solidify erased communities in the present and future, and to disavow the narrative that these communities can only suffer.

One memory I have from the early stages of the pandemic is seeing news and media outlets describing the destruction of physical property during "riots" related to BLM. I always thought that it was unsettling how much media attention things like broken windows, shoplifting, etc garnered, specifically because these inanimate objects representing the capitalist society we live in were being mourned and advocated for more than the lives of the Black and Brown people who were literally dying in the streets due to police brutality. So, I am interested in the fact that this is directly referenced in this timeline. What are the implications of the systemic dehumanization of Black and Brown bodies and value placed on buildings and spaces for the U.S. education system? How might this relate to the ways in which we (collectively) tend to view schools in terms of their physicality rather than the students who make them up? I would be curious to explore this idea more.

I think that the message of this "Then & now" tweet is interesting, but ultimately fails to tap into the nature of conservative anti-ethnic studies movements. From my experiences online, and in this course, right-wing actions against ethnic studies seem to simultaneously advocate for the "preservation of their heritage" and the concealment of the atrocities that come as part of said "heritage". For example, in the comic above, I believe that the banning of the 1921 Tulsa Massacre is not necessarily burying history, but is rather representative of the desire to glorify racist history through the erasure and softening of historical violence from White peoples. To me, this speaks to the White erasure of racial violence in media related to, and stemming from, the Lost Cause narrative that arose from the Civil War. By ret-conning racist Confederate soldiers as "good boys" fighting for familial protection and economic stability rather than racism and pro-slavery, the Right can simultaneously feel better about their heritage (deflect responsibility for slavery, colonialism, and racism) while perpetuating, well... biased history, colonialism, and racism. To me, this speaks to what Sanchez (2019) spoke about in her TedX talk. Rather than working towards decolonization and accepting responsibility for their history, White conservative U.S. citizens deflect the blame through the glorification of Confederate history and the banning of lessons that contradict their softened versions of Confederate history. Thus, they fail to reach the ability to hold the ideas necessary for decolonial change: they are unable to accept that, "this history is not [their] fault [as individuals], but it is [their] responsibility".