Even the squishy NRO warned against excessive immigration with a succinct assessment:
If a country is manifestly having trouble assimilating the immigrants it already has, it shouldn’t add to their numbers willy-nilly.That thought came from Rich Lowry in his critique of France: Europe’s Immigration Problem: Its unassimilated populations — often openly hostile to their host countries — continue to grow.
Lowry must believe assimilation of the diverse foreign-born (now numbering over 41 million) is proceeding apace in America. He apparently didn’t read John Fonte’s item in the same National Review, America’s Assimilation System Is Broken, a couple points of which follow:
? By 30 points (84.6 percent to 54 percent), native-born citizens are more likely than naturalized citizens to consider themselves “U.S. citizens” rather than “citizens of the world.”It’s hard to know which is the bigger problem: the refusal of public schools to teach US citizenship as they once did or the huge numbers of foreigners culturally overwhelming formerly American neighborhoods. Newbies cannot assimilate if there are no models of American values to follow.
? By 30 points (67.3 percent to 37 percent), the native-born are more likely than immigrant citizens to believe that the U.S. Constitution is a higher legal authority than international law if there’s conflict between the two.
Like Muslim jihadists, raza elements peddle a supremacist ideology, only of Mexico first rather than Mohammed. One step is to normalize Spanish to the point of making the US a bilingual nation where Americans are forced to learn the invader’s language.
One memorable example of America’s failing assimilation engine is the years-long battle to run an American school system in Tucson, Arizona. A group of radical Mexicans there have insisted upon a race-based (“raza” means race) pro-Mexico curriculum. In 2008, a former ethnic studies teacher in the city wrote about the effect of the anti-American courses: Raza studies gives rise to racial hostility. The Tucson raza bunch are Mexican Marxists dedicated to using schools to inculcate young minds with the idea that they should fight against the white man’s Constitution.
Below, raza revolutionaries in Che berets and masks protested the state’s prohibition of a seditious curriculum in front of Tucson High School.
In 2010, Arizona passed a law to stop the extremist Aztlan instruction in the public schools, but non-assimilated Mexicans continue to demand it:
Tucson, Ariz. Schools Vow To Keep ‘Ethnic Studies’ Curriculum, Daily Caller, January 7, 2015
The head of public schools in Tucson, Ariz. says the city’s schoolchildren will continue to be taught a “culturally relevant” curriculum that condemns the Declaration of Independence as full of “lies” and “hypocrisy” even after the state’s superintendent accused it of violating a state ban on ethnic studies classes.
In fact, he says they will expand it.
Superintendent H. D. Sanchez says that, regardless of what the state’s Department of Education says, a federal desegregation court order issued in 2013 requires the school to offer a “culturally relevant” curriculum. As a result, he says the district will expand the curriculum from three high schools in the district to seven.
An Arizona law, passed in 2010, bars schools from teaching courses that advocate ethnic solidarity over treating people as individuals, encourage resentment of particular groups or cultures or promote the overthrow of the United States government. The law was targeted at an ethnic studies program in Tucson which it forced to shut down in 2012. The law has thus far survived a federal court challenge, although oral arguments before the Ninth Circuit Court of Appeals are scheduled for next week.
Now, the Arizona Department of Education says Tucson is once again violating the law.
The Department of Education’s renewed concern regarding Tucson’s policies was announced by State Superintendent John Huppenthal on Jan. 2, his final day in office before leaving to be replaced by newly-elected Diane Douglas.
According to Huppenthal, Tucson’s newly-revised classes are in fact little changed from what came before, with ample content that disparages the American government and vilifies whites.
Huppenthal’s letter to Tucson school officials describes numerous class lessons that may violate Arizona’s law. At Cholla High Magnet School, students in a history class were given handouts describing American slavery as “the most brutal in history” and were prompted to explain three ideas in the Declaration of Independence that “are lies, hypocrisy, and break the social contract.”
Additionally, the list of key ideas for a Cholla history course is loaded with concepts taken from the modern far left, including “racial justice theory,” “subtractive schooling” and “resistance theory.”
Sanchez counters, however, that this content is not merely allowed but actually required by the a court ruling in 2013. That year, a federal judge ruled Tucson’s schools were insufficiently desegregated and had to craft new curricula in English and history that would “reflect the history, experiences, and culture of African American and Mexican American communities.”
While the judge at the time said this order did not conflict with Arizona’s ethnic studies law, the district says his intent is irrelevant, as a federal desegregation order will always override state law.
Sanchez says he hopes Douglas, the new Republican superintendent, will be open to his argument.
“In her campaign, she talked about local control and that parents and communities should have a greater say on what happens in the classroom,” Sanchez told the Tucson Weekly. “I’m not going to prejudge her or assume she’ll carry the same badge as her predecessor.”
Tucson schools have a history of politicization. In March of 2014, the school board officially voted itself an “immigrant destination district” overtly supportive of illegal immigrants, and last fall it voted to prohibit school police officers in the district from questioning students about their immigration status.