Thursday, February 4, 2010

Comments on "Ruling Ethnicity Out"

I agree that ethnicity should be ruled out. Especially when we have people of our own raza who are for English Only (i.e. Dennis Chavez as we learned). I also recognize why for some people it is difficult to not leave ethnicity out. As we have read in most of the articles, Spanish speakers are generalized as a subordinate group. Many of who are viewed as "retard immigrants... people who speak an unintelligible language... Spanish people who are looked upon as an inferior race...handicaps of bi-lingual Mexican children...operation wetback[s]...bad guys...portrayed as dark, foreign, and disturbingly 'alien'...ghettoized Puerto Ricans...," to name a few. Even though many negative ethnic-specified comments are made, I am not suggesting that these comments are coming from a particular ethnicity. But it is clearly understandable why our raza tends to slash back with similar ethnic-specified remarks. I agree that it is a "reverse-racist agenda" of us to come back with similar comments. I think an experiment should be conduced to measure the social and language attitudes of people who are in a controlled circumstance. It would be interesting to discover how attitudes are affected and if there is a significant difference in pedagogical philosophies, in addition to any changes to previous beliefs. As we can see, it is obvious that these attitudes still vividly exist and affect people's behavior and beliefs.

2 comments:

  1. I couldn't agree with you more. In ruling out ethnicity, I didn't mean to discount the conceptualization of race identities and the way these have taken shape. I think that it is incredibly important to take into consideration the history of race relationships when considering the language of the Southwest. Rather, it was to emphasize our socialization in the context of these very same, often vexed, relationships as the cause of language attitudes, not our biological constitution. Put more simply, I was trying to point out that it is not nature, but rather nurture that leads to pedagogical philosophies, both good and bad.

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