Angelo Paparelli, ABIL Immediate Past President
Nation of Immigrators
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Today is the federal holiday of Columbus Day. In ironic recognition, President Obama will stop by a remote California village to dedicate the Cesar E. Chavez National Monument, memorializing the contributions of the eponymous Mexican-American civil rights leader who fought tirelessly to gain justice for immigrant farm workers.  Also today, Cesar's widow, Helen, continues her effort, with many others, to urge the New York Times to replace the odious, overbroad and outdated term, "illegal immigrant," with "undocumented immigrant" or another less racially charged phrase.

For me, Columbus Day is personal.  I was born on October 12 -- the original day of remembering the Italian explorer's first touchdown on Guanahani, as the island of San Salvador was known in 1492 -- that is, until three-day weekends became more important than historical accuracy and Columbia became a misspelling of a South American country known for fine coffee more than the name by which to distinguish America and the New World from Old Europe.

The President's Columbus-Day commemoration of the leader of farm workers strikes me as doubly ironic (and also quite politic) because early Italian immigrants, like my grandparents, came as impoverished and landless farmers to this new world of promised "opportunity" and were as reviled and unappreciated as Hispanic field workers in Chavez's time and other unauthorized immigrants still are today. 

As social and cultural historian Yoni Appelbaum reminds us in The Atlantic, ("How Columbus Day Fell Victim to Its Own Success"), the Italian explorer who outsourced his services to Spain has become an enduring symbol of the genocide of indigenous people, even though Italian immigrants were vilified and some were murdered when they arrived on America's shores in the early Twentieth Century:

Many Americans believed Italians to be racially inferior, their difference made visible by their "swarthy" or "brown" skins. They were often portrayed as primitive, violent, and unassimilable, and their Catholicism brought them in for further abuse. After an 1891 lynching of Italians in New Orleans, a New York Times editorial proclaimed Sicilians "a pest without mitigation," adding, for good measure, that "our own rattlesnakes are as good citizens as they."
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The plight of individuals who migrate from poverty to opportunity is also reflected in an eye-opening book of great scholarship by Pulitzer-prize winning New York Times author Isabel Wilkerson in The Warmth of Other Suns: The Epic Story of America's Great Migration. Although the African-Americans she interviewed never saw themselves as immigrants, she maintained that the "central argument of [her] book [is] that the Great Migration [of Southern Blacks to Northern and Western cities] was an unrecognized immigration within the country": "The participants bore the marks of immigrant behavior. They plotted a course to places in the North and West that had some connection to their homes of origin. They created colonies of the villages they came from, imported the food and folkways of the Old Country, and built their lives around the people and churches they knew from back home. They took work the people already there considered beneath them. They doubled up and took in roomers to make ends meet. They tried to instill in their children the values of the Old Country while pressing them to succeed by the standards of the New World they were in."

By insisting that "Readers Won’t Benefit if Times Bans the Term ‘Illegal Immigrant’," The New York Times Public Editor, Margaret Sullivan, mistakenly aligns herself with Ann Coulter ("Immigrant rights are not civil rights . . . Civil rights are only for Blacks") and continues the sad tradition of The Grey Lady in belatedly dropping venomous pejoratives in common use as ad hominem attacks on discrete and defenseless groups within society.  Sullivan also facilitates the effort of anti-immigrant NumbersUSA to pit African Americans against their immigrant brothers and sisters in a recent TV commercial.  Let's be clear, the term "illegal immigrant" is grammatically and legally incorrect.  It is more than just a term.  The media needs to drop the 'i' word. It is simply not the right description.  As much as I respect Times' immigration reporter, Julia Preston, and its immigration editorialist, Lawrence Downes, for their fine work, 'illegal immigrant' is not interchangeable with 'undocumented immigrant'.

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The best rule of usage and comportment is not the AP Stylebook but rather the Golden Rule as adopted by every major faith and by people of no faith in faiths. If we, as Americans, subjugate the civil rights of any and all people we lose our way and slide toward a form of national mental illness, as  Eric Fromm said it so well in "The Sane Society":

Nationalism is our form of incest, is our idolatry, is our insanity. ''Patriotism'' is its cult. It should hardly be necessary to say, that by ''patriotism'' I mean that attitude which puts the own nation above humanity, above the principles of truth and justice; not the loving interest in one's own nation, which is the concern with the nation's spiritual as much as with its material welfare /never with its power over other nations. Just as love for one individual which excludes the love for others is not love, love for one's country which is not part of one's love for humanity is not love, but idolatrous worship.

 
 
by Angelo Paparelli, ABIL Immediate Past President
Nation of Immigrators

As 1930s radio shows and 21st Century talk-radio shock jocks remind us, words -- perhaps even more than images -- carry evocative power, the power to incite passion.  Fernando Lázaro Carreter, the academician and guardian of Spanish (whose quote appears in the title of this post and in a slide deck I published years back on immigration writing for lawyers), viewed words as the epidermis, at once opaque and translucent, that thinly veils the emotions of the speaker. Lázaro Carreter and other wordsmiths such as George Orwell, William Safire, Frank Luntz and George Lakoff all recognized the power of language, and its modern companion "messaging," to pierce the fragile skin of the public and likewise expose emotions. Two recent immigration-related events illustrate the language-induced unveiling of popular passions.  The first involved Virgil Peck, a Republican state lawmaker in Kansas, and the second a newly-minted third-grade teacher in Georgia. Were it not for the viral power of media, their ill-advised words might have been quarantined in a small pocket of each state.  Instead, carried aloft by the winds of social media and the 24/7 news cycle, the contagion spread and popular emotions have now been unleashed.

Mr. Peck, wearing his heart too loosely on his sleeve, unleashed on himself a pecking Twitterstorm from all directions, reminiscent of the phone-booth scene in Hitchock's The Birds.Although he has since apologized, outraged citizens now demand his resignation for these ill-chosen comments during an appropriation-committee discussion of the spread of wild swine in Kansas:

"It looks like to me if shooting these immigrating feral hogs works maybe we have found a [solution] to our illegal immigration problem." The teacher, on the job for about a year, may face discipline for using a lesson plan by Christian writer and proponent of homeschooling, Brenda B. Covert, lifted from an "educational" website, to teach third graders about "illegal aliens." 

The lesson tells the allegory of an unwanted young boy, an interloper who hops a backyard fence to interrupt a play date involving Taylor, Sam and  Buster, Sam's dog.  Sam's mother, representing authority, makes the intruder leave.  A quiz follows with six questions, the last two of which are:

5. What is a citizen?

A. a person who avoids cities

B. a person who lives in a city

C. a person who belongs to a country

D. a person who visits a country

6. What does the U.S. do with illegal aliens?

A. The U.S. puts them to work in the army.

B. The U.S. puts them to death.

C. The U.S. sends them back where they came from.

D. The U.S. shoots them into outer space.

Judging from the results of Newsweek's recent quizzing of Americans on the questions in the U.S. Citizenship and Immigration Services' naturalization examination (38% failed), the third-graders might be forgiven if they couldn't answer Question 5. (The 38% who flunked the naturalization exam would probably say that either 5.A or B. must be right, because, after all, "citizen" must have something to do with "cities.")

As for the last question (What does the U.S. do with illegal aliens?), I agree with 18-year-old Matt Trips, a self-described "pianist, composer, humanist, anthropologist, [and] probably some other stuff too," who says in the MUST SEE video below, "[Question 6] is disturbing to me on so many levels." (I won't paraphrase Matt [although I note that the town in question is not Duluth, MN, as he says, but Duluth, GA.] His 11-minute analysis speaks volumes about all that is wrong with teaching impressionable kids to fear other human beings and what a lesson like this says about our society.)

SEE VIDEO

Matt's pique is mirrored by COLORLINES, a news daily that describes itself as "offering award-winning reporting, analysis, and solutions to today's racial justice issues." In keeping with COLORLINES' Drop the 'i' [illegal] Word campaign, writer Mónica Novoa rightly attacks EdHelper, the site where the offensive lesson plan originated: 

It’s outrageous that this website for educators provides such insidious anti-immigrant messages. As harmful as it is for children to indirectly imbibe hate speech through TV, media, etc., it is much more atrocious and harmful when that hate speech is being provided to them under the guise of education from a source they trust and possibly look up to.

The i-word opens the door to all kinds of messy interpretations, regardless of the form it takes. It teaches kids either that it’s ok to evoke violence against other human beings (whether in the form of a joke or a lesson plan) or to feel worthless if they are on the receiving end. While parents can prevent children from being exposed to racial slurs and hate-filled messages at home, it is also up to educators to ensure a safe learning environment. This is harmful to society as a whole, but especially to children who could be the target of i-word hate speech.

Had the Georgia teacher searched the web just a bit more, she would have found legitimate sources that offer an introduction to immigration and humanize immigrants, like the "Community Education Center" and "Teaching Tolerance."

Regrettably, however, the abuse of immigration language by public employees has occurred in the past.  Older observers of the immigration scene will recall Harold Ezell, then Regional Commissioner of the Immigration and Naturalization Service, who was wont to refer to undocumented immigrants entering America from Mexico's Rio Grande River as "wets" (short for the pejorative "wetbacks") and to dub apprehended immigrants as "illegal aliens" who should be "caught, skinned and fried." 

Compassionate and inclusive political speech -- a phrase I prefer over the maligned coinage, political correctness -- must frame the immigration debate of the future, as the astute philologists at the Opportunity Agenda demonstrate.  There can be no acquiescence with hate speech.  Xenophobes and nativists must be called to the carpet.  Now that the term "undocumented immigrant" has entered the Supreme Court's sober lexicon, introduced by a "wise Latina," the time is surely upon us to recognize, once and for all, that no human being is illegal!