Concerns Over Mexican Textbooks Aimed at U.S. Immigrants

Peter Schweitzer, head of the Government Accountability Institute, argues in his latest book that Mexico is supplying the U.S. with Marxist and anti-American textbooks. This, he claims, is intended to weaken the ideological stance of its northern neighbor and to prevent proper assimilation among immigrants.

His book outlines how Mexico distributes these anti-capitalist educational materials through over 50 consulates in the U.S.—a far greater number than any other country. Schweitzer suggests this initiative stems from a longstanding belief within certain political circles in Mexico advocating for a “reconquista,” which references the reclaiming of territories lost to the U.S. in the 19th century.

With a well-established network, the Mexican government is reported to have set up a consular program aimed at strengthening immigrants’ ties—politically, culturally, and economically—to Mexico. As he notes, the effort begins with children. He contends that these materials cultivate an allegiance to Mexico rather than to the U.S., often infiltrating American classrooms with the help of local school administrators.

According to Schweitzer, about 1 million textbooks are shipped to the U.S. each year, and they present a distinctly Mexican interpretation of American history and other topics. He highlights that these texts mirror controversial content used in Mexico, promoting a “decolonial” perspective that reflects the ideas of Brazil’s Paulo Freire.

A 2023 Associated Press report on these textbooks pointed out that they exhibit nostalgia for the former Soviet Union. Strikingly, one of the officials behind these textbooks has the rather fitting name “Marx,” and another has ties to Venezuela’s Nicolás Maduro.

These textbooks reportedly make strong negative claims about capitalism, even as early as fourth grade. For instance, one secondary school book explains that the neoliberal model of capitalism allows a minority to “exploit” the majority.

Schweitzer points out that distributing these books in American schools seems aimed at fostering a sense of patriotism among Mexicans rather than Americans. For example, one Mexican history book praises troops who fought against the U.S. during the Mexican-American War and portrays the United States as an adversary.

He remarks that the Mexican government intentionally keeps the memory of the Mexican-American War alive for young immigrants. Supporters of this textbook program praise its vision of a “Greater Mexico,” claiming to strengthen the identity of Mexican youth in the United States.

Raquel Romero, president of a nonprofit organization distributing these textbooks, has described the initiative as more than merely educational assistance. She remarks that it aims to create a bicultural society, emphasizing that Hispanic children in the U.S. won’t fit the conventional image of blonde-haired, blue-eyed individuals.

However, Schweitzer raises another point: Mexico has a financial motive to impede the assimilation process of its citizens in the U.S. He notes that Mexicans living in the U.S. send over $60 billion home in remittances each year. While some of this goes to family, he argues that a portion could be directed toward Mexico’s development if these individuals felt a stronger connection to the U.S.