Friday, February 03, 2012

Live Stream Tomorrow: Teach-In on Tucson with MAS Teachers

[Note: A chronological list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District is here. Information about the National Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]

Teach, Think, Do: A Teach-In on Tucson will be live streamed here on February 4, 2012, starting at 11:00 AM, Eastern Time.

The Virtual Panel from starts at 11:30 or shortly after and includes two TUSD teachers, Norma Isela and Jose Gonzales and TUSD student, Nico Dominguez. Jeff Biggers and I will join them on the panel. For background and updates, visit the Teach-In on Tucson blog.

TUSD Board Member, Michael Hicks: "if you do not trust your employee, you need to remove the employee."

 [Note: For a chronological and comprehensive list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District, go here. To go right to information about the National Mexican American Studies Teach-in, go here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]

On January 10, 2012, the Tucson Unified School District voted 4-1 to shut down the Mexican American Studies (MAS) Department. They passed a resolution (the complete text of the resolution can be downloaded from the TUSD website) that says:

All MAS courses and teaching activities, regardless of the budget line from which they are funded, shall be suspended immediately. 

On January 18, 2012 MAS teachers were given a sheet of "Guiding Principles for MAS Teachers" that says (see the principles here):
  • Assignments cannot direct students to apply MAS perspectives.
  • The teachers cannot use the MAS curriculum designed individually or by MAS staff in TUSD.
  • The focus of student learning must not exclusively trail back to MAS curriculum and issues. 
  • Teachers should balance the use of literature focusing on multiple perspectives and varied literature.
  • Race can be taught and discussed. However, context is important and the focus should be on using literature content as the teaching focus relative to race or oppression.
  • Visitations in class by an administrator will be frequent to insure compliance. (At least one visit per unit of lessons.)
  • Teachers will write and submit a syllabus and/or a curriculum map that demonstrates adherence to common, standards based approach to the curriculum. The due date is January 26.
  • Student work will be collected by the evaluator when he/she comes into the classroom.
  • Teachers can choose to submit student work that would serve as evidence that curriculum is adhered to.

Those guidelines are chilling. Teachers are doing what they can to figure out how they are to go forward. There is an audio recording of Curtis Acosta, the literature teacher, asking his administrators for clarification about how he should teach Shakespeare's The Tempest. As one of the bullet points notes, teachers will be monitored. That is happening. 

In one of his letters, Acosta wrote:
...there have been credible claims that two TUSD Governing Board members have told our district superintendent that any violations by teachers should be disciplined harshly and immediately. Thus, my colleagues and I feel that our jobs are very much on the line...

Yesterday (Feb. 2, 2012), I listened to an internet broadcast of a Tucson radio program in which TUSD Governing Board Member, Michael Hicks was the guest (it is a four-hour program; Hicks was on during the latter part of the broadcast. Update at 7:15 AM--go here to listen just to the Hicks segment.). Again and again as I listened, I shook my head at the things Hicks said, but for now I am focusing on the jobs of the teachers. 

Hicks said that he did not agree with the decision to keep the teachers and students together following the shut down of the program because the teachers are not like "a light switch" that can be turned on or off. His "common sense" tells him that the banned content is still being taught, and that teachers carry the banned materials in with them each morning when they come to school. 

The only way to make sure they don't teach the banned curriculum, Hicks said, is to have monitors sitting in the classrooms, but that he doesn't agree with that. He said "I believe if you do not trust your employees, you need to remove the employee."

Curtis Acosta is right. Their jobs are on the line. 

So far, TUSD has shut down the program and it has banned the books and curriculum. Will TUSD start firing the MAS teachers? 

I've seen videos of teachers in the classrooms, and videos of students talking about the program and what they do. They are inspiring.  Please read Jeff Bigger's profile of former director of the MAS Department, Sean Arce and do what you can to let others know what is going on in Tucson. Turn your outrage into action.

Thursday, February 02, 2012

Go to the NO HISTORY IS ILLEGAL website

 [Note: For a chronological and comprehensive list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District, go here. To go right to information about the National Mexican American Studies Teach-in, go here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]

Isn't that a terrific image? It was created by Julio Salgado, who was inspired by this photograph, taken by DA Morales:

The images beautifully and powerfully capture what is at the heart of the nationwide support for the Mexican American Studies program that was shut-down in Tucson Unified School District. Students want to be able to read stories that reflect who they are, and stories that tell a richer story about the peoples of the United States. 

Yesterday, Teacher Activist Groups launched No History is Illegal: A Campaign to Save Our Stories  in support of the now-banned Mexican American Studies (MAS) Department. The young woman above was reading aloud from Sherman Alexie's Ten Little Indians, one of the books taught in the program. She was at a protest organized by students who have been mobilizing to push back on efforts to take stories away from them.

An early riser, I had no trouble opening the No History is Illegal site before sunrise, but later in the day when I went back to it, it was slowing down, and that continued for several hours.

What that meant, of course, is that a lot of people were going to the site. Into the afternoon and evening hours, the site loaded fine. Perhaps TAG moved to a server that was more capable of handling large volumes of traffic. If you couldn't access the site yesterday, try again.

Like a lot of people, I wanted to see the lesson plans teachers in the MAS program had been using. I clicked on "Download the curriculum" and am making my way through the 22-page booklet.

It is--I am finding--a very rich document.

So rich, in fact, that I have yet to finish reading it because I'm going through it methodically, clicking on links on every page.

There are links to videos, like "Ethnic Studies in Arizona" on the PBS site.  I encourage you to set aside ten minutes today to watch the video and then head over to the No History is Illegal website. Download the curriculum and start learning about the program. There's a lot to learn, and a lot to choose from if you only have an hour to give to supporting the program.

In the coming days, I'll post my thoughts as I make my way through the curriculum.

At the end of his article yesterday ("Teaching Tucson: More National Groups Demand Release of Detained Books, as Teachers Adopt Banned Mexican American Studies") Jeff Bigger's closed with an excerpt from the No History is Illegal site:
"As Dr. Martin Luther King, Jr. warned us," the "No History is Illegal" website notes, "'Injustice anywhere is a threat to justice everywhere.' What is happening in Arizona is not only a threat to Mexican American Studies, it is a threat to our right to teach the experiences of all people of color, LGBT people, poor and working people, the undocumented, people with disabilities and all those who are least powerful in this country. Our history is not illegal."
My support for the Mexican American Studies program is tied to the work I do with American Indians in Children's Literature, and in my lectures, workshops, and teaching. Far too many people graduate from high school thinking that we vanished due to warfare and disease. Even highly educated people who graduate from college think that we were primitive and savage people who killed each other off!

As a nation, we ought to be embarrassed at our collective ignorance. And as a nation, we ought to fight for programs like the one in was shut down in Arizona.   

Visit No History is Illegal and start learning about the experiences of Mexican Americans in the United States.

And watch a live stream of the Teach-In for Tucson event taking place on Saturday, February 4. MAS teachers will be on a panel. A link for the livestream will be available on the Teach In for Tucson site.

Tuesday, January 31, 2012

American Indian Library Association Statement on Ethnic Studies Programs in Arizona

 [Note: For a chronological and comprehensive list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District, go here. To go right to information about the National Mexican American Studies Teach-in, go here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]

American Indian Library Association Statement on Ethnic Studies Programs in Arizona

The American Indian Library Association (AILA) wishes to publicly express its strong disapproval of the elimination of the Tucson Unified School District (TUSD) Mexican American Studies classes and removal of books associated with the program due to the State of Arizona Revised Statutes Sections 15-111 and 15-112. We write this statement in support of all students, educators, and families who have been negatively affected by this action.
All students have the right to develop critical thinking skills through a challenging curriculum. All students, regardless of their background, have the right to learn about the history of their own people, as well as the history of the land and peoples where they are currently living. In Tucson, this should include the history and literature of Mexican American people as well as the Tohono O'odham and Pascua Yaqui peoples. The targeting of one ethnic group is an attack on all ethnic groups, and the elimination of a curriculum and books that encourage students to consider the perspectives of those who are often silenced should be a concern to all humanity.
The teaching of Mexican American studies cannot be separated from the teaching of the history of the Indigenous peoples who inhabited this land long before the arrival of Europeans. Indigenous communities have been artificially bisected by the US-Mexico border. People from these communities may speak Spanish, English, as well as their Indigenous languages. Their histories, their stories, and discussion of their contemporary issues have a place in our classrooms and libraries. The curriculum that has been banned in Tucson includes works written by highly acclaimed authors and Tucson residents Ofelia Zepeda (Tohono O'odham) and Leslie Marmon Silko (Laguna Pueblo), in addition to a number of other Native American authors. The censorship of Native voices due to the prohibition of the Mexican American Studies curriculum is part of what prompts the American Indian Library Association to take a stand on this issue.
The systematic banning of ethnic studies and the discouragement of students learning about their own histories is reminiscent of the US federal government’s educational philosophy towards American Indians. As Native Americans, we have witnessed the destructive policies of the federal government in which Indian children were denied knowledge of their own cultures, histories, and languages through the abhorrent practices of the boarding schools and, later, through western educational systems. Because of this history, many Native Americans continue to struggle to maintain the knowledge of our elders and ancestors.
We have rights under the United Nations Declaration of Rights of Indigenous Peoples, and we assert that Arizona state law is in violation of these rights.  Under Article 8, the UN Declaration says, “States shall provide effective mechanisms for prevention of, and redress for:
(a) Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities; . . .
(d) Any form of forced assimilation or integration;
(e) Any form of propaganda designed to promote or incite racial or ethnic discrimination directed against them.”
The banning of the Mexican American ethnic studies curriculum is in effect denying the students the opportunity to learn about their cultural values and identities as Indigenous peoples.
The American Indian Library Association supports the January 2012 American Library Association Resolution that*
1.     Condemns the suppression of open inquiry and free expression caused by closure of ethnic and cultural studies programs on the basis of partisan or doctrinal disapproval.
2.     Condemns the restriction of access to educational materials associated with ethnic and cultural studies programs.
3.     Urges the Arizona legislature to pass HB 2654, “An Act Repealing Sections 15-111 and 15-112, Arizona Revised Statutes; Relating to School Curriculum.”
The American Indian Library Association worked alongside a number of ALA committees, offices, and affiliates to draft the above mentioned resolution, including the ALA Office for Intellectual Freedom, ALA Committee on Diversity, ALA Committee on Legislation, American Association of School Librarians, Asian Pacific American Librarians Association, Black Caucus of the American Library Association, Chinese American Library Association, Intellectual Freedom Round Table, REFORMA: The National Association to Promote Library & Information Services to Latinos and the Spanish Speaking, Social Responsibilities Round Table, and the Young Adult Library Services Association. We urge other national associations to also take a stand on this issue, particularly other national and international groups with a focus on Indigenous, tribal, Native American, and American Indian communities.
While the issue in Tucson, Arizona may seem to be limited to the Mexican-American population, we recognize that Tucson, and the surrounding area, is home to several Indigenous groups, including the Tohono O'odham and Pascua Yaqui, and many students in this school district identify as Native American. According to TUSD enrollment statistics, 4% of students in the district are Native American, with most students identified as Tohono O'odham, Yaqui, and Navajo.  Additionally, according to the independent audit of the disbanded Mexican American Studies program, conducted by Cambium Learning, Inc., 2% of the students who were enrolled in the program are Native American.
As a membership action group, AILA's focus is on the library-related needs of American Indians and Alaska Natives, including the improvement of library, cultural, and information services in schools and public and research libraries. As librarians and educators, and members of the American Indian Library Association, we write this statement in support of culturally based curriculum that includes libraries as institutions that can freely disseminate information about cultures, languages, and values to the community.
American Indian Library Association, January 31, 2012
Contact:  Sandy Littletree, 2011-2012 AILA President,
Cambium Learning, Inc. “Curriculum Audit of the Mexican American Studies Department Tucson Unified School District,” 2 May 2011.
 “Resolution Opposing Restriction of Access to Materials and Open Inquiry in Ethnic and Cultural Studies Programs in Arizona,” Approved by ALA Council III, 24 January 2012.
Tucson Unified School District. “Native American Studies,” 5 Dec 2011.
UN Permanent Forum on Indigenous Issues. “United Nations Declaration of Rights of Indigenous Peoples,” 13 September 2007.

*This is a corrected copy of the AILA statement.

Monday, January 30, 2012

TUSD School Superintendent Pedicone scolds University Professors

 [Note: A chronological list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District is here. Information about the national Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]

In today's news from Tucson, KNST is reporting that John J. Pedicone, Superintendent of Tucson Unified School District, sent a letter on January 27, 2012 to Dr. Tony Estrada, the Head of Mexican American Studies at the University of Arizona.

Below are screen shots of the two page letter. Read them below, or download the letter from the KNST site.

To protest the shut-down/"suspension" of the Mexican American Studies classes, students organized a protest that consisted of walking out of school to a day-long ethnic studies teach in at the El Casino Ballroom. Once there, there were a variety of activities taking place. At one table, there was a poetry slam. During the day, professors from the University of Arizona delivered lectures.

Pedicone's letter, in essence, tells Dr. Estrada to tell his faculty and staff to mind their own business. These professors, Pedicone says, got the students in trouble! And now, the district has no choice but to follow their disciplinary policies.

Students, Pedicone writes "have been assigned consequences followed by restorative practices to create a learning experience for them." What are "restorative practices"? Sounds a lot like janitorial work.

In fact, students who walked out a few weeks ago were assigned to do janitorial work. Someone must have figured out that was a bad move, and students went to detention instead. That, however, was a couple of weeks ago.

The Fox News network in Tucson reported this evening that "Students who participated in walkouts from school to protest suspension of Mexican-American studies will be disciplined" and that "Students who have participated in walkouts or other activities that violate TUSD policies can face detention, suspension, or if the activity is repeated, more severe penalties." Is it time for more "restorative practices"?!

I'm sure that some people think that TUSD is running things in an appropriate way, but from my perspective, they're just digging a bigger hole. After shutting the program down, they're now trying to shut out university professors.

It is almost laughable, thinking of the superintendent, wagging his finger at the university, scolding its professors for getting students in trouble, and then turning to wag that finger at students as he directs them to do "restorative" practices.

But it isn't a laughing matter. The well-being and future of the students is at stake. Going back over a decade, teachers in the Mexican American Studies Department at TUSD created a program that should be expanded, not shut down. It has a proven track record of student success.

What will tomorrow's news hold?!

All of this is very bad for the State of Arizona. Those behind the racist laws may think all is fine and dandy, but today's statement from over 20 national and international educational organizations should tell the political machinery in Arizona to back down. They are embarrassing the state on a national and international level.


Arizona School Censorship Hit by Salvo of Protest from Free Speech Orgs and Educators

[Note: A chronological list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District is here. Information about the national Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]


This is the press release sent out on Monday, January 30, 2012, announcing the Statement in Opposition to Book Censorship in the Tucson Unified School District, dated January 30, 2012.


Joan Bertin
Executive Director
National Coalition Against Censorship
212-807-6222 x 101

Michael O’Neil
Communications Coordinator
National Coalition Against Censorship
212-807-6222 x 107
Chris Finan
American Booksellers Foundation For Free Expression
212-587-4025 x 301

Amy Long
Communications Coordinator
American Booksellers Foundation For Free Expression
212-587-4025 x 302

Arizona School Censorship Hit By Salvo of Protest
From Free Speech Orgs and Educators

TUSCON, AZ, January 30, 2012

Dozens of national organizations have joined together to protest the banning of books used for the Mexican American Studies program in the Tucson Unified School District (TUSD). “This is censorship at its most brazen,” said Joan Bertin, Executive Director at the National Coalition Against Censorship (NCAC). “Officials at the state and local level are responsible for this unacceptable restriction on the educational opportunities of students and their ability to have discussion in school about historical and contemporary events touching on race and ethnicity.

“We call on them to restore the books and the topics for discussion in the district’s classrooms.”

The TUSD board ordered the books removed after State Superintendent of Public Instruction John Huppenthal threatened to withhold state funding pursuant to a recently-enacted Arizona law. That law is being challenged in court.

“We do not think the students of Tucson should have to wait for a federal court order to get the education they deserve,” said Chris Finan, President of American Booksellers Foundation for Free Expression (ABFFE). “Regardless of the outcome of legal proceedings, this is harming students, whose education should be the primary concern of elected officials.  Instead they are putting politics and ideology ahead of the well-being of young people.”

NCAC and ABFFE have jointly created the Kids’ Right to Read Project (KRRP), which offers support, education, and advocacy to promote the right of young people to read widely and to receive a high quality education that is challenging and relevant.  KRRP provides direct assistance to students, teachers, librarians and others opposing book-banning in schools and communities nationwide, while engaging local activists to promote the freedom to read.

In the shocking case of Tuscon, many national organizations dedicated to education and constitutional rights have organized to speak in one voice, calling on the appropriate authorities to correct what they see as an egregious abuse of power.

The joint statement to Arizona officials, with signatories including representatives from publishers, teachers, civil libertarians, and booksellers from the region, may be viewed at and


[Note: A chronological list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District is here. Information about the national Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]


At 8:00 AM, Mountain Standard Time, teachers who taught in the Mexican American Studies Department distributed the statement below at the White House Hispanic Community Action Summit in Tucson, Arizona (updated at 10:33 AM, CST held a press conference where they read aloud the statement below). It is signed by national educational associations such as the National Council of Teachers of English (NCTE), the National Council for the Social Studies (NCSS) and the International Reading Association (IRA):

January 30, 2012

The undersigned organizations are committed to protecting free speech and intellectual freedom. We write to express our deep concern about the removal of books used in the Mexican-American Studies Program in the Tucson Unified School District. This occurred in response to a determination by Arizona Superintendent of Public Instruction John Huppenthal that the program “contained content promoting resentment toward a race or class of people” and that “materials repeatedly reference white people as being ‘oppressors….’ in violation of state law.” The books have been boxed up and put in storage; their fate and that of the program remain in limbo.

The First Amendment is grounded on the fundamental rule that government officials, including public school administrators, may not suppress “an idea simply because society finds the idea itself offensive or disagreeable.” School officials have a great deal of authority and discretion to determine the curriculum, the subject of courses, and even methods of instruction. They are restrained only by the constitutional obligation to base their decisions on sound educational grounds, and not on ideology or political or other personal beliefs. Thus, school officials are free to debate the merits of any educational program, but that debate does not justify the wholesale removal of books, especially when the avowed purpose is to suppress unwelcome information and viewpoints.

School officials have insisted that the books haven’t been banned because they are still available in school libraries. It is irrelevant that the books are available in the library – or at the local bookstore. School officials have removed materials from the curriculum, effectively banning them from certain classes, solely because of their content and the messages they contain. The effort to “prescribe what shall be orthodox in politics, nationalism, [or] religion” is the essence of censorship, whether the impact results in removal of all the books in a classroom, seven books, or only one.

Students deserve an education that provides exposure to a wide range of topics and perspectives, including those that are controversial. Their education has already suffered from this political and ideological donnybrook, which has caused massive disruption in their classes and will wreak more havoc as teachers struggle to fill the educational vacuum that has been created.

Book-banning and thought control are antithetical to American law, tradition and values. In Justice Louis Brandeis's famous words, the First Amendment is founded on the belief:

that freedom to think as you will and to speak as you think are means indispensable to the discovery and spread of political truth; that, without free speech and assembly, discussion would be futile; … that it is hazardous to discourage thought, hope and imagination …. Believing in the power of reason as applied through public discussion, [the Framers] eschewed silence coerced by law …. Recognizing the occasional tyrannies of governing majorities, they amended the Constitution so that free speech and assembly should be guaranteed.

The First Amendment right to read, speak and think freely applies to all, regardless of race, ethnicity, sex, religion, or national origin. We strongly urge Arizona school officials to take this commitment seriously and to return all books to classrooms and remove all restrictions on ideas that can be addressed in class.

American Association of University Professors
Cary Nelson, President
1133 19th St., NW, Suite 200
Washington, D.C. 20036

American Booksellers For Free Expression
Chris Finan, President
19 Fulton Street, Suite 407
New York, NY 10038

American Civil Liberties Union (ACLU) of Arizona
Alessandra Soler Meetze, Executive Director
P.O. Box 17148
Phoenix, AZ 85011-0148

Antigone Books
Trudy Mills, Owner
411 N. 4th Ave.
Tucson, AZ 85705

Arizona English Teachers' Association
Jean Boreen, Executive Secretary
Northern Arizona University, English Department
P.O. BOX 6032
Flagstaff, AZ 86011-6032

Arizona Teachers of English to Speakers of Other Languages
Craig Lefever, President
P.O. Box 881
Yuma, AZ 85366

Association of American Publishers
Judith Platt, Director, Free Expression & Advocacy
455 Massachusetts Avenue, NW
Washington, D.C. 20001

Association of American University Presses
Peter Givler, Executive Director
28 West 36th Street, Suite 602
New York, NY 10018

Atlanta’s Music & Books
Joan Werner, Owner
38 Main Street
Bisbee, AZ 85603

Authors Guild
Paul Aiken, Executive Director
31 East 32nd Street, 7th Floor
New York, NY 10016

Center for Expansion of Language and Thinking
Dr. Kathryn F. Whitmore, President
N275 Lindquist Center
The University of Iowa
Iowa City, IA 52242

Changing Hands Bookstore
Gayle Shanks and Bob Sommer, Owners
6428 S McClintock Drive
Tempe, AZ 85283

Comic Book Legal Defense Fund
Charles Brownstein, Executive Director
255 West 36th Street, Suite 501
New York, NY 10018

Freedom to Read Foundation, an affiliate of the American Library Association
Barbara M. Jones, Executive Director
50 East Huron Street
Chicago, IL 60611

International Reading Association
Richard M. Long, Ed.D., Director, Government Relations
444 North Capitol Street, NW, Suite 524
Washington, DC 20001
(202) 624-8801

Mountains and Plains Independent Booksellers Association
Laura Ayrey, Executive Director
8020 Springshire Drive
Park City, UT 84098

National Coalition Against Censorship
Joan Bertin, Executive Director
19 Fulton Street, Suite 407
New York, NY 10038

National Council for the Social Studies
Susan Griffin, Executive Director
8555 16th St, Ste 500
Silver Spring, MD  20910
 301.588.1800 x 103

National Council of Teachers of English
Millie Davis, Division Director
Communications and Affiliate Services
1111 West Kenyan Road
Urbana, IL 61801
800-369-6283 ext. 3634 

National Council of Teachers of Mathematics
Kichoon Yang, Executive Director
1906 Association Drive
Reston, VA 20191-1502

National Education Association
Michael D. Simpson, Assistant General Counsel
NEA Office of General Counsel
1201 16th Street, NW
Washington, DC 20036

National Youth Rights Association
Alex Koroknay-Palicz, Executive Director
1101 15th Street, NW Suite 200
Washington, DC 20005

PEN American Center
Larry Siems, Director, Freedom to Write & International Programs
588 Broadway
New York, NY 10012
212-334-1660 ext. 105

PEN Center USA
Adam Somers, Executive Director
P.O. Box 6037
Beverly Hills, CA 90212

People For the American Way
Debbie Liu, General Counsel
1101 15th Street NW, Suite 600
Washington, D.C. 20005

Reach Out and Read
Anne-Marie Fitzgerald
Senior Director of National and State Programs
56 Roland Street, Suite 100D
Boston, MA 02129

Reading is Fundamental, Inc.
Carol Hampton Rasco, President/CEO
1255 23rd Street NW, Suite 300
Washington, DC 20037

Society of Children’s Book Writers and Illustrators
Lin Oliver, Executive Director
8271 Beverly Boulevard
Los Angeles, CA 90048

Spark Teacher Education Institute
Educational Praxis, Inc.
P.O. Box 409
Putney, Vermont 05346

Student Press Law Center
Frank LoMonte, Executive Director
1101 Wilson Boulevard, Suite 1100
Arlington, VA 22209-2275 USA

TESOL International Association
John Segota, CAE, Associate Executive Director for Public Policy & Professional Relations
1925 Ballenger Ave., Suite 550
Alexandria, VA 22314

(List in formation)
For further information contact:

Joan Bertin, National Coalition Against Censorship, 212-807-6222,
Chris Finan, American Booksellers Foundation for Free Expression, 212-587-4025,