HOW CAN THEY EXPECT TO TEACH US IF THEY DO NOT KNOW US (Blowouts! 2004, 106).
The students also requested that textbooks be changed to incorporate Chicano history and experiences, showing how often immigrants in the U.S. are provided with education that only focuses on white history and experience. This demand is echoed in The McKnight Letter, written by a teacher who was outraged over the pedagogic approach to teaching Mexican American students. This letter also shows how even those white educators who support Mexican American needs are often ostracized by their white peers. As McKnight (2004) writes, it is often a blatant disregard for the needs and culture of Chicanos that causes such protests from Mexican-American students: