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KC Agcaoili

Professor Rob Michalski

English 1A

28 November 2018

La Lucha

The Mexican-American studies program (MAS) began as a way to improve the

drop-out rates among the Latino/a students. In Tucson High School, located in Arizona,

the principal reported that the school had a drop-out rate among its Latino/a students of

fifty percent. However, when the Mexican-American studies program was established,

the drop-out rate decreased and the school had a graduation rate of ninety-three

percent among the students who were enrolled in the program. The documentary,

Precious Knowledge, takes places in 2008-2009 where it showcases former

superintendent Tom Horne’s attempt to eradicate the MAS program while students and

people from the community protest against the motion. Precious Knowledge depicted

how life-changing the ethnic studies program was to the Latino students in Arizona.

Being able to learn about their cultural background, students such as Crystal and

Gilbert, who were featured in the film, are able to engage in school in a way that they

have never done before. In addition, students are able to become more in touch with

their identity through the program, resulting in having a better sense of self and

individuality. With an ethnic connection to the program, you can see why in the film, the

students protested and participated in la lucha (the fight) against the other side. The

documentary then displays the opposing side of the program and how Tom Horne,

among others, thinks the program promotes “anti-Americanism” and goes against the
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country’s values. After viewing the film, Precious Knowledge, and reading the two

reviews, “Independents Lens on PBS features Mexican-American identity film, 'Precious

Knowledge'” by Juan Lopez and “More than Precious Knowledge” by Connie Wun, I

have discovered that the documentary about the Mexican-American studies program in

Arizona failed to get its entire message across to its viewers and could have been more

effective if the film was portrayed differently.

Precious Knowledge succeeded in exhibiting the importance of ethnic studies

among high school students and the side of those who opposed the program, however,

the film fell short in capturing the bigger picture. Upon reading Connie Wun’s review of

the documentary, I have come across new ideas that I have not thought of before. For

instance, Wun states that “the film’s omission of a gendered critique of the debates

around ethnic studies obscures the relationship between the state, its institutions,

racism, and sexism” (Wun 242). In its simplest form, Wun critiques that the film should

have tried a different approach when advocating for the Mexican-American studies

program. Although the film had brought awareness to its viewers about the controversial

topic, it failed to explore other reasons why the program was dismantled despite the

people’s protest. Wun suggests that gender roles might have contributed in the white

male led campaigns to dismantle the ethnic studies (Wun 242). Taking a closer look at

the film, I realized that Wun may have a point in regards to gender roles. The teachers

who taught the ethnic studies classes were male, as well as both superintendents who

opposed the program. The film could have included the perspectives of other female

roles in the film such as the mothers and sisters of the students. If the film addressed

the concept of gender, the protest may have had a stronger argument against those
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who opposed the program resulting in a more effective documentary. Taking Wun’s

approach could have also resulted in a different outcome for the program; it could have

prevented the program from being dismissed.

Another idea that Wun presented in her review that I have explored was that “the

film’s narrative, while useful in its efforts to highlight the anti-Latino/a, anti-immigrant

culture of Arizona, limits the value and potential of ethnic studies” (Wun 242). Wun’s

statement sparked a curiosity in me and I wondered how the film limited the value and

potential of the MAS program. She later answers my questions, saying that instead of

the supporters trying to demonstrate that the program and its students are a fabric of

America (Wun 242), they should have approached the problem by “facilitating an

abolitionist pedagogy.” Here, Wun presents a different approach that the film could have

taken in order to prevent the ethnic studies from being abolished. In other words, the

protestors should have tried to diminish the current stigma surrounding education, that

people do not need ethnic studies, in order to build a new perspective. If you look back

at the documentary, Crystal -one of the students that the film follows- states that by

keeping the MAS program, it will bring Latino students closer to their culture and help

them with their individuality. However, stating reasons how the MAS program were

beneficial to those unrelated to the Latino community could have help the supporter’s

argument further. Therefore, if the film were to have taken this approach, it could have

brought more than awareness to its viewers and rather show them that there is always

more than one way to proceed with a problem.

The other reviewer, Juan Lopez, has also presented an idea that could have

helped the film be more effective in telling the “whole story.” In his review, Lopez stated
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that “one weakness of the film is that it did not investigate the origins of opposition to

ethnic studies program” (Lopez Dawn of Nations Today). Upon reading Lopez’s

criticism, I can see where he is coming from and agree with him. Not knowing where the

opposition against the program originated from is similar to not knowing who the

protesters are actually fighting against. During the film, Tom Horne was introduced as

the superintendent who wanted to get rid of the program. However, the film did not

delve deeper in showcasing others who opposed the program and why that was so. If

the students and other protesters were to conduct research on their “opponents,” they

would have found that Tom Horne came from a Jewish background. Instead of always

defending the program and announcing how the program is important/crucial to their

learning, the student supporters of the program could have bring up the topic against

him and question why he is adamant of eradicating a program that supports people of

color which he is a part of. By including the idea that Lopez presents, the documentary

would have a more cohesive film that it showcases everything relevant about the battle

between the MAS program and those who oppose it.

The Mexican-American studies program established in Arizona has opened the

doors to many students who are a part of the Hispanic community. Students that have

participated in the program were able to reach goals such as graduating high school

and attending college. Without the ethnic studies program, it might not have been

possible to see what their life will be like after high school. In addition, the program has

helped Latino/a students be more in touch with their cultural background and identity.

Altogether, Precious Knowledge succeeded in bringing awareness to its audience about

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the protest that occurred in Arizona, but the documentary fell short in effectively

showing all sides of the story.

Works Cited

Precious Knowledge. Directed by Ari Palos. 2011.

“Independent Lens on PBS features Mexican-American identity film, ‘Precious

Knowledge.” Lopez, Juan J. Dawn of Nations Today. 17 May 2012.

http://nas.unm.edu/dawnofnations/viewpoints.html

Wun, Connie. “More than Precious Knowledge.” Rochester. Vol. 29, No 2, 2013. Pp.

240-243.https://search-proquest-
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com.libproxy.scu.edu/socialsciencepremium/docview/1501429919/fulltext

PDF/D16CD5C225B94634PQ/1?accountid=13679