Arizona’s ban on ethnic studies curricula makes one thing supremely evident: no one in favor of the ban has ever taken an ethnic studies course. The ban, most recently passed in Tucson, assumes that “classes primarily designed for a particular ethnic group,” by their very existence, promote “groupthink and victimhood.”  This is the opposite of what good ethnic studies courses do. Arizona state superintendent of public instruction John Huppenthal insists that ethnic studies “promote[s] resentment towards a group or class of people.” However, the history of ethnic studies in the United States is one of inclusion not division.

Ethnic studies was added to school curricula at the insistence of students and educators as part of civil rights initiatives aimed at fully including America’s minorities in education and making connections to Third World nations.  As more non-white students entered schools (particularly colleges and universities) after the tumultuous 1960s, there was an increased demand for classes that included, discussed and represented a more diverse student body (and faculty). This need has not diminished in the intervening decades.  According to the 2010 US Census, 46.5 percent of people in the US under 18 years old are “minorities” and Hispanics and Latinos make up almost 2 million of Arizona’s population (US Census 2010).

What is particularly troubling about the assault on ethnic studies in Arizona is that there is an assumption that studying different ethnic groups is divisive. This is like saying that discussing race is, in itself, a racist act. Certainly some ethnic studies classes discuss difficult issues and tackle subjects that cause us pain or embarrassment. How can any of us (regardless of race or ethnic background) study US slavery, for example, without pain, shame and embarrassment? The trans-Atlantic and domestic slave trade was a shameful, horrible time in our nation’s history. But that is only side of the story told through ethnic studies. The other side is the story of how descendants former slaves and former slave masters have managed to create more egalitarian society. It is the story of resilience, of facing challenges with dignity, of all citizens becoming part of our American political and social life.  The real story of ethnic studies in our country is about building a society that more fully lives up to our American creed of life, liberty and pursuit of happiness, where all men (and women) are created equal. It is the story of diverse peoples, with diverse backgrounds, coming together to form a nation. It is the ultimate story of America.

Dismantling academic programs that explore the lives and contributions of nearly half the US population is the surest way to “promote resentment towards a group or class of people.” 

But for those who are still unconvinced I would respectfully suggest that we start our dismantling of ethnic studies with the oldest ethnic studies programs in the nation. That seems only fair. So let’s start with the English departments, whose original purpose was to promote English culture, thought and literature, as well as ethnocentric Euro-American values and “groupthink.”

If that seems ridiculous, consider dismantling academic programs that explore the lives and contributions of nearly half our population. The precedent being set in Arizona is a dangerous one. And not just because it targets a particular ethnic group or curriculum. It is dangerous because it tells young people that there are some groups of people who have contributed nothing positive to our nation. It ignores the immense contributions of all immigrants and deprives young people of a full understanding of our country and its history. In short, it creates a citizenry that is ignorant and under-educated. In a competitive, global world there is nothing worse.