Little Saigon San Jose ID:
Những điểm sai sót trong TNS CA Janet’s SB895
1. Ngay
từ đầu, SB895 đã sai khi Janet không gọi Người Việt Tỵ Nạn Cộng Sản (Vietnamese
Communist Refugee) mà gọi là Vietnamese American refugee.
2. Vietnamese
American studies relative to Vietnamese American refugee experience, Vietnamese
boat people, and the Republic of Vietnam Armed Forces
Tạm
dịch là Những nghiên cứu Mỹ gốc Việt có liên quan (related to) kinh nghiệm tỵ nạn
người Mỹ gốc Việt, thuyền nhân, và Quân Lực Việt Nam Cộng Hòa.
Câu
này không rõ nghĩa ngụ ý điểm chính của các nghiên cứu là về kinh nghiệm trãi
qua. Nôm na “những gì trãi qua” trong “cuộc hành trình” đến ngày định cư tại
California
3. The
fall of Saigon 1975 phải viết hoa (capital) The Fall of Saigon in 1975 bởi vì
đó là một biến cố đặc biệt, duy nhất trong lịch sử thế giới và là tên gọi của Ngày
Sàigòn thất thủ vào tay Việt Cộng 30 tháng 4, 1975. The Fall of Saigon 1975 cần
phải viết là Ngày Quốc Hận Ðau Thương và Tang Tóc.
Việc
xử dụng sai tên gọi ngày 30 tháng Tư , 1975 cho thấy sự hiểu biết yếu kém về
quan điểm lịch sử.
4. Quân
Lực Việt Nam Cộng Hòa không có members. Người lính các cấp dưới chế độ Việt Nam
Cộng Hòa bao gồm Hải Lục Không Quân, các binh chủng, các đơn vị chiến đấu đặc biệt
hoạt động trong bóng tối … đều mang huy hiệu, cấp bậc của QLVNCH. Họ là những
người lính VNCH. Khi gọi những người lính (soldiers) này là members, tức là tước
bỏ những hoạt động tích cực yêu nước của một người lính chiến đấu bảo vệ tổ quốc.
5. ..
khi nói về teaching of human rights, the holocaust, and genocide, including the
Armenian, Cambodian, Darfur and Ruwanda genocides, TNS Janet đã không đề cập đến
Tết Mậu Thân Genocide năm 1968. Tại sao một cuộc tàn sát dã man 8,000 thường
dân vô tội Huế do Việt Cộng xuống tay đến nổi cố đô Huế từ người lớn đến em bé
còn sống đều nhuộm màu sô tang trắng mà TNS Janet không đề cập tới?
6. Những
người bị bắt tập trung vào các trại tập trung cải tạo của Việt Cộng bao gồm
dân, quân, cán, chính của chế độ VNCH. Những người đã chết trong các trại tập
trung cải tạo, chết tại các khu kinh tế mới do Việt Cộng đày ải thành phần tiểu
tư sản và thân nhân binh sĩ, sĩ quan VNCH thì ai sẽ kể lại kinh nghiệm
(experience) của họ?
7. Trong
phần cuối mục (i) có ghi “or a multimedia option, such as a DVD or an online
video.” Câu hỏi là bộ DVD “The Vietnam War” của PBS sẽ được đem vào giáo dục
cho các em học sinh hay không?
SB895 có quá nhiều sai sót đó là chưa kể lối
hành văn luộm thuộm, lặp đi lặp lại đã khó hiểu làm giảm đi giá trị của một văn
bản Việt ngữ trước một vấn đề về văn hóa và lịch sử Việt Nam. SB895 đã tránh
nói về chữ tỵ nạn cộng sản trong lúc người Việt tỵ nạn cộng sản ra đi bằng đủ mọi
phương tiện để chạy trốn Việt cộng, chạy trốn một chế độ vô nhân tính, giả dối
và ngu xuẫn đang rình mò ngày đêm sinh mạng của họ.
Chúng tôi nghĩ rằng SB895 thật sự đòi hỏi một
thời gian lâu dài hơn để TNS CA Janet Nguyễn sửa chữa những sai sót nếu không
muốn nói là toàn văn của SB895 bằng Anh ngữ rất kém.
Rõ ràng Little Saigon Dự Án Phát Triển
(LSSJID) khó chấp thuận (disapprove) một SB895 như vậy.
Trân trọng,
Hoàng Hoa
Little Saigon San Jose Initiatives and
Development
04/20/2018
LEGISLATIVE COUNSEL'S
DIGEST
SB 895, as introduced,
Nguyen.
Pupil instruction: Vietnamese
American refugee experience: model curriculum.
Existing law requires
the adopted course of study for grades 7 to 12, inclusive, to include, among
other subjects, the social sciences. Existing law encourages instruction in the
area of social sciences that may include instruction on the Vietnam War,
including a component drawn from personal testimony of Southeast Asians who
were involved in the Vietnam War and men and women who contributed to the war
effort on the home front, as specified. Existing law requires the State Board
of Education, with the assistance of the Superintendent of Public Instruction,
to establish a list of textbooks and other instructional materials that
highlight the contributions of minorities in the development of California and
the United States. Existing law establishes the Instructional Quality
Commission and requires the commission to, among other things, recommend
curriculum frameworks to the state board.
This bill would
require the commission to develop and submit to the state board, on
or before December 31, 2020, and the state board to adopt, modify, or
revise, on or before March 31, 2021, a model curriculum relative to the
Vietnamese American refugee experience, as specified, for use in elementary
schools, middle schools, and high schools. The bill would encourage a school
district, charter school, or county office of education that maintains any of
grades 1 to 12, inclusive, that does not otherwise offer a standards-based
Vietnamese American studies curriculum relative to the Vietnamese American
refugee experience, Vietnamese boat people, and the Republic of Vietnam Armed
Forces, to offer a course of study based on the model curriculum. The bill
would require the model curriculum to be developed with participation from
specified entities, including, among others, Vietnamese American refugees and
Vietnamese American cultural centers and community groups located in
California. The bill would provide that implementation of its provisions is
subject to the receipt of grants, donations, or other financial support from
private or public sources for its purposes, including, but not limited to, an
appropriation in the annual Budget Act or another statute.
DIGEST KEY
Vote: majority
Appropriation: no Fiscal Committee: yes Local
Program: no
BILL TEXT
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT
AS FOLLOWS:
SECTION 1.
The
Legislature finds and declares all of the following:
(a) The
State of California is committed to providing excellent educational opportunities
to all of its pupils.
(b) There
are 92 languages other than English spoken throughout the state, with the
primary languages being Arabic, Armenian, Cantonese, Korean, Russian, Spanish,
Tagalog, and Vietnamese.
(c) There
is a growing body of academic research that shows the importance of culturally
meaningful and relevant curriculum.
(d) The
state’s educational standards should be guided by core values of equity,
inclusiveness, and universally high expectations.
(e) The
state is committed to its obligation to ensure its youth are college prepared
and career ready, while graduating 100 percent of its pupils.
(f) The
implementation of various culturally relevant courses within California’s
curriculum that are A–G approved, with the objective of preparing all pupils to
be global citizens with an appreciation for the contributions of multiple
cultures, will close the achievement gap, reduce pupil truancy, increase pupil
enrollment, reduce dropout rates, and increase graduation rates.
(g) For
the past 40 years, Vietnamese American refugees have enriched the social,
cultural, and economic landscape of California and have achieved success in
many professional fields, including business, politics, law, science,
education, literature, journalism, sports, and entertainment.
(h) The
state encourages the participation of pupils, community members, and members of
California Vietnamese American communities in the development of a model
curriculum that recognizes the importance of survivors, rescuers, and liberators
of the Vietnam War, including Vietnamese-American refugees, Vietnamese boat
people, and members of the Republic of Vietnam Armed Forces.
(i) The
state currently encourages the incorporation of survivor, rescuer, liberator,
and witness oral testimony into the teaching of human rights, the Holocaust,
and genocide, including the Armenian, Cambodian, Darfur, and Rwandan genocides.
(j) Currently,
the instructional resources available for use in California public schools do
not include sufficient oral testimony from survivors, rescuers, and liberators
of the Vietnam War, including Vietnamese American refugees, Vietnamese boat
people, and members of the Republic of Vietnam Armed Forces in the United
States and especially in California.
(k) The
state acknowledges the need to elevate tragic personal stories like those of
the Vietnamese boat people who, after the fall of Saigon in 1975, risked their
lives escaping communism only to spend weeks or months at sea battling storms,
diseases, starvation, and pirates.
(l) The
state acknowledges the importance of the history and experience of the more
than 250,000 members of the Republic of Vietnam Armed Forces who were sent to
reeducation camps after the fall of Saigon, where many spent up to 17 years in
captivity and more than 20,000 died before they were released.
(m) The
state acknowledges that oral histories can help pupils better relate to and
understand different perspectives in curriculum by providing first-person
accounts from individuals who have experienced some of the most tragic times in
international history, helping the subject become more than statistics on a
page.
(n) The
County of Orange, along with the City of San Jose, are home to the largest
Vietnamese populations outside of Vietnam.
(o) It
is in the best interest of all people and the future of this state to ensure
that each school district, charter school, and county office of education has
access to a model curriculum and culturally accurate instructional materials
relative to the Vietnamese American refugee experience, including the
experiences of the Vietnamese boat people and the members of the Republic of
Vietnam Armed Forces.
SEC. 2.
Section
51207 is added to the Education Code, to read:
51207.
(a) The
Instructional Quality Commission shall develop, and the state board shall
adopt, modify, or revise, a model curriculum relative to the Vietnamese
American refugee experience, that began with the fall of Saigon in 1975,
including oral testimony of survivors, rescuers, and liberators of the Vietnam
War, including Vietnamese-American refugees, Vietnamese boat people, and
members of the Republic of Vietnam Armed Forces, to ensure quality standards
and materials for this area of study. The model curriculum shall be developed
with participation from Vietnamese American cultural centers and community
groups located in California, survivors, rescuers, and liberators of the
Vietnam War, Vietnamese American refugees, a group of representatives of local
educational agencies, a majority of which are kindergarten and grades 1 to 12,
inclusive, and teachers who have relevant experience or education backgrounds
in the study and teaching of Vietnamese American history. The model curriculum
developed pursuant to this subdivision shall include curriculum appropriate for
use in elementary schools, middle schools, and high schools.
(b) The
model curriculum shall be written as a guide to allow school districts, charter
schools, and county offices of education to adapt their related courses to best
meet the educational needs of their communities. The model curriculum developed
for use in high schools shall include examples of courses offered by local
educational agencies that have been approved as meeting the A–G admissions
requirements of the University of California and the California State
University, including, to the extent possible, course outlines for those
courses.
(c) When
teaching about the Vietnam War and the postwar period, the Legislature
encourages the incorporation of writings that represent all perspectives of the
refugee experience, including oral testimony by survivors, rescuers, and
liberators of the Vietnam War, and Vietnamese refugees.
(d) The
model curriculum shall include discussion of the Vietnamese boat people and
members of the Republic of Vietnam Armed Forces, the reasons behind the exodus,
the hardships faced by the Vietnamese people attempting to flee who were
apprehended by the communist government, and the conditions that led to the
resettlement of Vietnamese people in America.
(e) On
or before December 31, 2020, the Instructional Quality Commission shall
submit the model curriculum to the state board, and the state board shall
adopt, modify, or revise the model curriculum on or before March 31, 2021.
(f) The
Instructional Quality Commission shall provide a minimum of 45 days for public
comment before submitting the model curriculum to the state board.
(g) Beginning
in the school year following the adoption of the model curriculum pursuant to
subdivisions (a) and (e), each school district, charter school, or county
office of education maintaining any of grades 1 to 12, inclusive, that does not
otherwise offer standards-based Vietnamese American studies curriculum relative
to the Vietnamese American refugee experience, Vietnamese boat people, and the Republic
of Vietnam Armed Forces, is encouraged to offer to pupils a course of study
relative to the Vietnamese American refugee experience based on the model
curriculum. A school district, charter school, or county office of education
that serves pupils in any of grades 7 to 12, inclusive, that elects to offer a
course of study in the Vietnamese American refugee experience pursuant to this
subdivision, shall offer the course as an elective in the social sciences or
world history and shall make the course available in at least one year during a
pupil’s enrollment in grades 7 to 12, inclusive.
(h) It
is the intent of the Legislature that local educational agencies that maintain
high schools submit course outlines for studies relative to the Vietnamese
American refugee experience for approval as A-G courses.
(i) For
purposes of this section, “oral testimony” means the firsthand accounts of
significant historical events presented in a format that includes, but is not
limited to, in-person testimony, video, or a multimedia option, such as a DVD
or an online video.
(j) The
implementation of this section is subject to the receipt of grants, donations,
or other financial support from private or public sources for its purposes,
including, but not limited to, an appropriation in the annual Budget Act or
another statute.
