Back to Arizona... Stanley Fish in the NY Times has an interesting perspective... I generally have little sympathy for his views, but I'll give him "interesting", at least, on this one:

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The loud debate over the recently passed Arizona House Bill 2281, which bans from the public schools ethnic studies courses that promote race consciousness, is a clash between two bad paradigms.

The first paradigm is embedded in and configures the bill's targeted program, the Mexican American Studies Department of the Tucson Unified School District, which, its Web site tells us, adheres to the Social Justice Education Project model. That model includes "a counter-hegemonic curriculum" and "a pedagogy based on the theories of Paulo Freire." Freire, a Brazilian educator, is the author of the widely influential book "Pedagogy of the Oppressed."
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To say that this view of education is political is to understate the point, although that descriptive will not be heard by its adherents as a criticism. The Social Justice Education Project means what its title says: students are to be brought to see what the prevailing orthodoxy labors to occlude so that they can join the effort to topple it. To this end the Department of Mexican American Studies (I quote again from its Web site) pledges to "work toward the invoking of a critical consciousness within each and every student" and "promote and advocate for social and educational transformation."
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This is one case, however, where the remedy is worse than the disease, or rather is a form of it. Rather than removing politics from the classroom, House Bill 2281 mandates the politics of its authors, who, in the bill's declaration of policy, set themselves up as educational philosophers and public moralists, and even, given the magisterial tone, as gods: "The Legislature finds and declares that public school pupils should be taught to treat and value each other as individuals and not be taught to resent or hate other races or other classes of people." The declaration tendentiously, and without support either of argument or evidence, affirms a relationship between critically questioning the ideology of individual rights — and make no mistake, it is an ideology — and the production of racism and hatred.
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The moral is simple: you don't cure (what I consider) the virus of a politicized classroom by politicizing it in a different direction, even if that direction corresponds to the notions of civic virtue that animate much of our national rhetoric. The political scientist James Bernard Murphy has been arguing for years that teaching civic virtue is not an appropriate academic activity, both because schools are not equipped to do it and because the effort undermines the true function of education — "enthusiasm for the pursuit of knowledge" — and even corrupts it. Teaching students either to love or criticize their nation, Murphy wrote in The Times in 2002, "has all too often prompted textbook authors and teachers to falsify, distort and sanitize history and social studies."

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~ Becky in Long Beach (this week)