Cover

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Title Page, Copyright, Dedication

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Contents

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pp. vii-viii

Acknowledgments

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pp. ix-2

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Introduction

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pp. 3-9

Out of the ashes of Arizona’s 2010 ethnic studies law, which eliminated four aspects of teaching (purportedly anchoring the Tucson Unified School District’s Mexican American Studies Program), Mexican American studies were ultimately barred in the K–12 curriculum.1 This ban prompted students to stage walkouts throughout the Tucson Unified School District...

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1. Occupied Arizona: Mexican Americans and the Parameters of a Pedestrian People

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pp. 10-24

The cultural, economic, and educational contributions of Mexican Americans have figured prominently in the history of Arizona.1 To envision Arizona not influenced by Mexican Americans is to imagine a state without several of its traditions, much of its industry, educational pluralism, and an indefinite number of its accomplishments...

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2. A Measure of the Marginalized Mexican American: A Scholastic Survey of Spanish-Surnamed Strangers

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pp. 25-41

Historically, the Mexican heritage population has been the largest and oldest of the Hispanic subgroups. They consistently represented more than three-fifths of the total US Latino population and, more meaningfully, comprised one-fifth of Arizona’s population by 1970.1 As a result of unique settlement patterns, a range of acculturation rates, and immigration trends...

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3. Bias, Boycotts, and Battling Barriers Mexican Americans in Public Schools

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pp. 42-67

The academic struggles of Arizonan-Mexicans shook up the educational equilibrium, which set into motion unremitting activism. And based on events in recent years, with the shutdown of the Tucson Unified School District’s Mexican American Studies curriculum, student activism not only abounds but also is still needed. Yet, before awareness campaigns...

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4. Activists of Academia: Students, Scholars, and Staffers at Arizona State University

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pp. 68-92

The Arizonan-Mexican student movement of the late 1960s and 1970s was rooted in dissatisfaction with not only high schools but also college campuses. As a powerful, unifying force, Chicano students in colleges and universities alike became politicized, mobilizing into coalitions in order to protest discrimination against all Arizonan-Mexicans in every level of...

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5. The Promise and Peril of Protests: Undergraduates and Underrepresentation at the University of Arizona

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pp. 93-106

Like the students at Arizona State University (ASU), students at the University of Arizona (UA) also attempted to advance the academic interests of Chicanos and the wider social concerns of the Arizonan-Mexican community. Like their ASU counterparts and high school comrades in the Tucson United School District, UA students grew tired of creatively...

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6. A Part, Yet Apart: (Re)Arranging Academic Arizona from Hocus-Pocus to Horne

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pp. 107-124

Equal education is not only one of the greatest civil rights issues of our time but also one of the greatest competitiveness issues, making it one of the most consequential issues still today. Like class and race, educational differences have separated Arizona. This calls into question the very spirit on which the state was imagined: an ambition for equal education...

Notes

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pp. 125-158

Bibliography

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pp. 159-176

Index

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pp. 177-180

About the Author

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