In this Book

  • Raza Studies: The Public Option for Educational Revolution
  • Book
  • Edited by Julio Cammarota and Augustine Romero; Foreword by David Stovall
  • 2014
  • Published by: University of Arizona Press
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summary
The well-known and controversial Mexican American studies (MAS) program in Arizona’s Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. Raza Studies: The Public Option for Educational Revolution offers the first comprehensive account of this progressive—indeed revolutionary—program by those who created it, implemented it, and have struggled to protect it.

Inspired by Paulo Freire’s vision for critical pedagogy and Chicano activists of the 1960s, the designers of the program believed their program would encourage academic achievement and engagement by Mexican American students. With chapters by leading scholars, this volume explains how the program used “critically compassionate intellectualism” to help students become “transformative intellectuals” who successfully worked to improve their level of academic achievement, as well as create social change in their schools and communities.

Despite its popularity and success inverting the achievement gap, in 2010 Arizona state legislators introduced and passed legislation with the intent of banning MAS or any similar curriculum in public schools. Raza Studies is a passionate defense of the program in the face of heated local and national attention. It recounts how one program dared to venture to a world of possibility, hope, and struggle, and offers compelling evidence of success for social justice education programs.

Table of Contents

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  1. Cover
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  1. Title Page, Copyright
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  1. Contents
  2. pp. v-vi
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  1. List of Illustrations
  2. pp. vii-viii
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  1. Foreword: Committing to Struggle in Troubling Times
  2. David Stovall
  3. pp. ix-xii
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  1. Preface: Revolutionary Education in Tucson
  2. Augustine Romero
  3. pp. xiii-2
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  1. Introduction: Paulo Freire in Raza Studies
  2. Julio Cammarota and Augustine Romero
  3. pp. 3-13
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  1. 1. Critically Compassionate Intellectualism: The Pedagogy of Barriorganic Intellectualism
  2. Augustine Romero
  3. pp. 14-39
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  1. 2. Lies, Damn Lies, and Statistics: The Impact of Mexican American Studies Classes
  2. Nolan L. Cabrera
  3. pp. 40-51
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  1. 3. The Battle for Educational Sovereignty and the Right to Save the Lives of Our Children
  2. Augustine Romero
  3. pp. 52-62
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  1. 4. Self-Inflicted Reductio ad Absurdum: Pedagogies and Policies of the Absurd in the State of Arizona
  2. Mary Carol Combs
  3. pp. 63-90
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  1. 5. “When You Know Yourself You’re More Confident”: Resilience and Stress of Undergraduate Students in the Face of Anti–Ethnic Studies Bills
  2. Andrea J. Romero and Anna Ochoa O’Leary
  3. pp. 91-106
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  1. 6. The Social Justice Education Project: Youth Participatory Action Research in Schools
  2. Julio Cammarota
  3. pp. 107-121
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  1. 7. Encuentros with Families and Students: Cultivating Funds of Knowledge through Dialogue
  2. Julio Cammarota and Augustine Romero
  3. pp. 122-134
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  1. 8. Researching the Institute for Transformative Education: Critical Multicultural Education in an Embattled State
  2. Lara Dos Passos Coggin
  3. pp. 135-158
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  1. 9. Deconstructing the Doublethink Aimed at Dismantling Ethnic Studies in Tucson
  2. Jeff Duncan-Andrade
  3. pp. 159-170
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  1. 10. Expanding on Freire: Enriching Critical Pedagogy with Indigenous Theory toward a Pedagogy of Humanization
  2. Chiara Cannella
  3. pp. 171-192
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  1. Contributors
  2. pp. 193-196
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  1. Index
  2. pp. 197-202
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