The "Association of Raza Educators (A.R.E.)" originally began as a response to Proposition 187 in September of 1996. A.R.E. was organized by individuals who had correctly read the growing anti-Raza atmosphere within the United States, and recognized the urgency for something "different" to be done.
These individuals - mostly middle and high school teachers - understood that the efforts led by most anti-187 activists were generally based on the idealistic assumption that the "voters" and "pro-187 politicians" could be won over by reason alone. We saw some activists go as far as to down-play the necessity for progressive community-based political consciousness. When discussions arose about how to best respond to the racist attacks confronting the Mexicano/Latino community, the importance of solid organization and the development of strong uncompromising strategies and tactics was never even seen as an option.
The original membership of A.R.E. also understood that the "traditional-progressive" educational organizations such as AMAE and CABE were limited within this same frame of existence. What was needed was a different type of organization. An organization composed of educators united to effectively defend the democratic rights of our community - educational, political , economic, and civil.
Out of the initial meetings of A.R.E., a conference was proposed to prepare the activist-educators for actions that could be taken once 187 had passed (pickets, demonstrations, etc.). This conference was held in October of 1996 at St. Judes Church with about 100 people attending.
After the conference, the ARE meetings began to be centered around discussing the need for building ARE as a progressive educators organization. A constitution was drafted, officers elected, etc. It was during this time (post 187) that the question of raising the consciousness of educator's themselves took place.
During this period A.R.E. emphasized community involvement in education and Critical Pedagogy as central to our work. A.R.E. upheld the important role of teachers in social struggles, especially in Latin America. We saw ourselves also as part of a struggle to build a better society that would benefit the great majority of all people.
Due to numerous factors (lack of time, initiative, and leadership) by the middle of 1997 the meetings no longer occurred. The arrival of Proposition 209 and now 227 has reinforced the importance of A.R.E., and thus we are in the process of rebuilding this group.
Today we are recognized as the "Association of Raza Educators (A.R.E.) - Raza Educators for Critical Consciousness and Democratic Schooling."