Chicana and Chicano Activism in Education, 1968 to the Present
Publication Year: 2011
Published by: University of Nevada Press
Title Page, Copyright, Dedication
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List of Illustrations
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Forty years ago, during the month of March 1968, Mexican American high school students shocked the city of Los Angeles and the nation when thousands of them walked out of the segregated public schools located in the eastside barrios of the city. I was one of the college student activists who marched with them through the streets of East Los Angeles to peacefully...
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This book seeks to commemorate the 1968 Chicana/o student walkouts, or blowouts, that occurred throughout the Southwest. Birthed from the Chicana/o movimientos, the student blowouts in East Los Angeles were a visible social critique of the ways traditional education underserved and marginalized Chicana/os. With careful planning led by students, approximately...
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In the 1960s and 1970s, students from predominately Chicana/o schools organized massive protests to demand a host of educational reforms that included improved schooling conditions, better preparation for higher education, the implementation of bilingual instruction, and much more. Overall, they demanded an educational system that would treat them with greater...
Chapter 1: Genealogies of the Student “Blowouts” of 1968
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...This passage was written because I found it impossible to explain my interest in social space—that space that is a product of social practice and socially constructed meaning, which people act upon as it simultaneously acts on them—without referencing my past. It is part of a chapter where I narrate memories and feelings that were conjured while reading a text when...
Chapter 2: Visual Culture and Art in Activism
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Art for art’s sake had no place in the Chicana/o movement of the 1960s and 1970s. At a time when Mexican Americans protested against societal injustices and demanded changes, art did not have the luxury to remain an activity for private consumption. Art became instrumental; it was created to have a social and political impact in the struggle of Chicanas/os to redefine their...
Chapter 3: Raising a Multidimensional Consciousness of Resistance
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The collective marchas of the past decade are examples of public forms of resistance challenging a conservative backlash that has given birth to the most recent round of anti-immigrant and racist policy recommendations. They have inspired a new generation of activists to serve as catalysts to community efforts for educational justice within Chicana/o- and Latina/o- serving...
Chapter 4: Activating Parents’ Voices
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The United States has a long history of ignoring the educational and social needs of bicultural communities—Latino/Chicano, African American, Native American, and others—while at the same time eradicating their strengths, such as culture, language, history, traditions, and so forth (Spring 2005).1 Bicultural communities, however, have not always stood idly by,...
Chapter 5: Black and Brown High School Student Activism
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As Critical Race scholars, we often find ourselves in discussions about race and the debate around whether People of Color can be racist.1 Racism, as we define later, involves structural power, something most People of Color are denied based on classifications including race, ethnicity, language, and immigration status. Based on this assertion, we feel People of Color cannot...
Chapter 6: Educational Justice and Access
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The initial intent of this chapter was to describe the implementation process of a Chicana/o Saturday school in the Greater Sacramento region located in northern California. The goal was to explore the reasons Chicana/o educators started the Saturday school and how they perceived their roles with Raza students in relation to their political ideologies and the pedagogy they...
Chapter 7: The Las Vegas Activist Crew
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This research is a multidimensional consciousness analysis of the experiences lived by the immigrant rights activists of Las Vegas (see Covarrubias and Revilla 2003, 466). The focus of this study is im/migration status, but it also provides a critique of race, ethnicity, class, gender, phenotype, sexual orientation, age, and religious and spiritual orientation discrimination. This...
Conclusion: Learning from the Chicana/o Blowouts
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Social movements are public forums used by communities, which are often pushed to the margins of society, to voice their realities. During the 1960s, students who identified themselves as Chicana/o brought attention to the educational injustices they confronted in the schools (Chávez, 2002). The Chicana/o Blowouts raised public awareness of the lack of quality education received by...
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Page Count: 208
Illustrations: 4 b/w photographs, 4 drawings
Publication Year: 2011