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Saturday, July 25, 2026

Draining the Ogallala Aquifer for AI? Project Matador and the myth of limitless growth, by Angela Valenzuela, Ph.D. & Luke Metzger, Exec. Dir., Environment Texas Research & Policy Center

Friends,

I’m pleased to share a newly-published article co-authored with Luke Metzger, executive director of the Environment Texas Research & Policy Center, and published on the Center’s website.

Project Matador, a massive artificial-intelligence and energy campus under construction near Amarillo, raises urgent questions about water, natural gas, public land, corporate accountability, and the proper role of a public university in facilitating private development. At the center of our concern is the already-declining Ogallala Aquifer, upon which agriculture, communities, and future generations throughout the Texas Panhandle—and seven other states—depend.

AI is often presented as an immaterial technology existing somewhere in “the cloud,” but its infrastructure is being built on Texas soil—and it requires enormous quantities of water, electricity, land, and other public resources. Decisions of this magnitude should not proceed without transparency, independent environmental analysis, enforceable protections, and meaningful public participation.

I am grateful to Luke Metzger for this collaboration and to the Environment Texas Research & Policy Center for publishing our analysis. I also appreciate the work of the Panhandle 1st Coalition and others who are raising critical questions about Project Matador and its long-term consequences.

I invite you to read and share the article. This is not simply a regional issue. It is a question of what kinds of technological development Texas will support, who will bear the environmental costs, and what obligations we have to citizens and residents in other states, as well as to the generations that follow us. -AV



A 17-gigawatt AI campus in the Texas Panhandle is staking its future on water the region doesn't have to spare.

by 

Angela Valenzuela, Ph.D., Professor of Educational Leadership and Policy at The University of Texas at Austin & Luke Metzger, Executive Director, Environment Texas Research & Policy Center

July 23, 2026


Google Data Center, Council Bluffs, Iowa


A massive artificial-intelligence (AI) infrastructure project is rising approximately 12 miles northeast of Amarillo. Known as Project Matador, the development is being built by Fermi America through a partnership with the Texas Tech University System and promoted as the largest private energy and artificial-intelligence campus in the world.The scale is staggering. Early plans described a roughly 6,000-acre campus capable of generating 11 gigawatts of electricity—enough to power the equivalent of approximately 8.2 million homes, by the company’s own estimate. Now the company says it will produce 17 gigawatts across 7,570 acres, with natural gas, solar energy, battery storage, and four proposed nuclear reactors providing the power.

All of this infrastructure is intended principally to power AI.

The project’s name carries an unsettling irony. In Spanish, matador literally means “one who kills”—the bullfighter charged with dispatching the bull. It was presumably chosen to evoke daring and spectacle, but for a project that could drain a declining aquifer and deepen reliance on natural gas, the literal meaning reads less like incidental branding and more like a warning.

What, exactly, might Project Matador ultimately kill—or help exhaust—if not the Ogallala Aquifer, one of the largest groundwater systems in the United States?

Project Matador is therefore more than an industrial development. It represents an extraordinary commitment of land, energy, water, public institutional resources, and environmental capacity to a privately controlled computational enterprise whose long-term public benefits remain uncertain.

Artificial intelligence is often described as though it were immaterial, existing somewhere in the “cloud.” In reality, AI depends on a vast physical infrastructure of data centers, chips, pipelines, power plants, transmission lines, cooling systems, and water. The cloud is not floating above us. It is being built on Texas soil.

Although Fermi America describes a diversified energy mix, the project’s near-term foundation appears to rely heavily on natural gas. The company boasts about both receiving a clean air permit for up to 6 GW of natural gas power generation and having easy access to both underground gas and ”Waha Hub, a giant U.S. marketplace for natural gas.” In addition, the company has a long-term agreement to purchase a large amount of natural gas each day. This exposes a contradiction at the heart of the AI boom: A technology marketed as futuristic may deepen dependence on anachronistic fossil-fuel extraction and combustion.

Calling Project Matador an “advanced energy” campus does not erase the environmental consequences of its reliance on natural gas. Natural-gas production and combustion release greenhouse gases, including carbon dioxide and methane, as well as nitrogen oxides and other air pollutants from burning gas. Nitrogen oxides released through fossil-fuel combustion can also contribute to the formation of fine particulate matter, smog, and ground-level ozone. Nor does the prospect of adding solar or nuclear power in later phases cannot retroactively undo the environmental effects of the gas pipelines, gas-fired generating facilities, data centers, and other infrastructure being constructed now. Moreover, considering that the development of pipelines and power plants are durable investments, these may extend fossil-fuel dependence for decades.

The most urgent concern, however, may be water.

Project Matador is being built in a region heavily dependent on the Ogallala Aquifer, the foundation of agriculture, ranching, municipal life, and economic survival across much of the Great Plains.

Yet the Ogallala is being steadily depleted. In large portions of the Texas Panhandle and High Plains, water is being withdrawn far more rapidly than rainfall and natural recharge can replace it.

That makes every major new industrial claim on Panhandle water a matter of profound public importance. Water committed to data centers may no longer be available to farmers, ranchers, towns, ecosystems, or future generations. The question is not merely whether a corporation can afford to buy water. It is whether Texas should permit one of its most resource-intensive technological projects to expand in a region whose principal aquifer is already under severe strain.


The City of Amarillo approved an arrangement allowing Fermi America to purchase as much as 2.5 million gallons of municipal water per day at twice the standard rate. At the maximum level, that allocation alone would equal approximately 912.5 million gallons annually and more than 18 billion gallons over the initial 20-year term.

Yet this represents only part of the project’s potential supply. Fermi America has stated that it secured access to as much as 18.5 million gallons per day through a combination of municipal and private groundwater arrangements. At that upper limit, Project Matador would have access to approximately 6.75 billion gallons annually. Over 20 years, continuous use at that level would total approximately 135 billion gallons.

Access to 18.5 million gallons per day does not necessarily mean the completed project will consume that amount every day. Actual use will depend on the number and size of the data centers, cooling technologies, generating facilities, recycling systems, weather, and the pace of construction. Still, securing access to billions of gallons annually reveals the magnitude of the project’s anticipated water needs.

Fermi America says it will employ closed-loop cooling, recycle water, pay above-market rates, and finance infrastructure improvements. Those claims require independent verification. Closed-loop cooling can reduce withdrawals, but it does not make data centers water-free. Water is still lost through evaporation, cooling-tower blowdown, treatment, maintenance, and other industrial processes. Gas-fired and nuclear facilities will also require substantial water.

Paying more for water does not make it renewable. A higher price may generate municipal revenue, but it does not restore the Ogallala Aquifer. Money cannot quickly replenish groundwater accumulated over thousands of years.

The relevant question is not whether Fermi America can afford this water. It is whether the people of the Panhandle can afford the long-term consequences of surrendering so much of it.

Project Matador also raises serious questions about the role of public universities. The campus is being developed on land controlled by the Texas Tech University System under a 99-year ground lease. Texas Tech describes the partnership as an opportunity for research and workforce development.

Those possibilities should not be dismissed. The project may create construction work, technical employment, tax revenue, research partnerships, and investment in a region often overlooked by major development initiatives. But public benefit cannot simply be asserted. It must be demonstrated.

Texans deserve to know what risks Texas Tech has assumed, what tax abatements or infrastructure commitments support the project, and what protections exist if it is delayed, downsized, sold, or abandoned. They also deserve assurance that university researchers will remain free to independently study and publish findings on water use, pollution, labor conditions, nuclear safety, and community effects.

A public university should not serve merely as a landlord, workforce provider, branding partner, or source of legitimacy for private capital. Its first obligation is to the public.

The project’s employment claims also require scrutiny. Data centers employ large numbers of workers during construction but are highly automated once operational. The public needs independently verified estimates of permanent jobs, wages, local hiring, worker protections, and net public revenue after subsidies and tax abatements are considered.

The promise of four large nuclear reactors should likewise be treated cautiously. Such construction would involve extraordinary financial, engineering, regulatory, and logistical challenges. Communities should evaluate binding agreements and actual construction, not only promotional renderings of what may exist decades from now.

The final form of Project Matador may differ substantially from the sweeping vision now being marketed. In April 2026, Fermi announced that it was looking for a replacement for CEO Toby Neugebauer, the company’s co-founder and largest shareholder. The company’s interim leadership subsequently outlined a restructured strategy labeled “Fermi 2.0.” Neugebauer publicly urged the board to pursue an independent sale of the company and criticized the new direction, while Fermi disclosed a year-to-date net loss exceeding $486 million and confirmed that its first prospective anchor tenant had walked away from a construction-funding agreement. Given’s Fermi’s leadership upheaval and financial strain, regardless of the company’s intentions at the time of its commitments, it’s unclear what will survive the transition.

Beyond the environmental and economic questions lies a larger democratic one. We are increasingly told that artificial intelligence is inevitable and that communities must compete to host its infrastructure or be left behind. This conflates political choices with technological destiny and asks the public to accept nearly any expenditure of water, energy, land, and public resources in the name of AI.

But just because someone says something is inevitable doesn’t make it so, nor should it guide public policy.

Artificial intelligence may advance medicine, science, education, accessibility, and communication. It may also displace workers, intensify surveillance, reproduce discrimination, flood the information environment with synthetic content, and concentrate wealth and political power.

Before committing billions of gallons of water and city-scale quantities of electricity to AI infrastructure, Texans deserve to know what the computing capacity will be used for, who will control it, who will profit, and what enforceable public benefits will result.

Not every use of AI carries equal social value. Computing used for medical research or climate modeling cannot simply be equated with computing used to automate advertising, expand surveillance, replace workers, produce disposable content, or accelerate financial speculation. Yet all may draw from the same aquifer and impose costs on the same communities.

Project Matador should therefore be subject to independent water-impact studies, annual reporting of actual withdrawals and consumption, disclosure of cooling systems and recycling rates, aquifer monitoring, cumulative pollution assessments, drought-response requirements, disclosure of subsidies and tax incentives, and meaningful public participation.

The project must also be evaluated as a whole. A proposed 17-gigawatt campus should not be fragmented into separate permits for wells, pipelines, turbines, data halls, transmission lines, and nuclear facilities in ways that obscure its cumulative impact.

There must also be enforceable limits. During droughts or groundwater emergencies, household, agricultural, and community needs should take priority over nonessential computational demand.

Project Matador embodies a vision of ever-larger data centers, ever-greater computational capacity, and seemingly limitless technological growth. Yet it is being built in a region where water is finite and the Ogallala Aquifer is already declining.

That contradiction cannot be engineered away through corporate branding.

The issue is not whether one is simply for or against artificial intelligence. It is whether private technological ambition should be allowed to outrun democratic governance, environmental stewardship, and the rights of future generations.

The Ogallala Aquifer is not infinite. Natural gas is not clean merely because it powers computers instead of factories. Public land does not cease to be a public trust because it has been leased for nearly a century. And the promise of innovation does not relieve a corporation or public university of its obligation to demonstrate lasting public value.

Project Matador may become a monument to technological achievement. It could just as easily become a monument to an era that mistook computational power for wisdom, corporate scale for progress, and the ability to purchase water for the right to consume it.

Before Texas commits its water, energy, public land, and future to Project Matador, the people of the Panhandle—and the people of Texas—deserve transparency, independent science, enforceable protections, and a genuine democratic voice.

Authors

Angela Valenzuela, Ph.D.

Professor of Educational Leadership and Policy at The University of Texas at Austin

Angela Valenzuela, Ph.D., is Professor of Educational Leadership and Policy at The University of Texas at Austin. Although she has taught environmental policy, her primary scholarship centers on K–12 and higher education policy, with particular attention to educational equity, culture, language, and the politics of education. She earned her Ph.D. in sociology from Stanford University and is the author of the award-winning book Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (1999).


Dr. Valenzuela is also the founder and author of Educational Equity, Politics, and Policy in Texas, which is regarded as one of the nation’s leading education reform blogs. She is a co-founder of Academia Cuauhtli, a partnership-based, community-anchored Saturday school with district-wide impacts across the Austin Independent School District, where she regularly mentors young people and advances culturally sustaining education.

She was named among the nation’s top 200 education scholars in the 2025 Edu-Scholar Public Influence Rankings and is a member of the National Academy of Education.



Luke Metzger

Executive Director, Environment Texas Research & Policy Center


As the executive director of Environment Texas, Luke is a leading voice in the state for clean air and water, parks and wildlife, and a livable climate. Luke recently led the successful campaign to get the Texas Legislature and voters to invest $1 billion to buy land for new state parks. He also helped win permanent protection for the Christmas Mountains of Big Bend; helped compel Exxon, Shell and Chevron Phillips to cut air pollution at four Texas refineries and chemical plants; and got the Austin and Houston school districts to install filters on water fountains to protect children from lead in drinking water. The San Antonio Current has called Luke "long one of the most energetic and dedicated defenders of environmental issues in the state." He has been named one of the "Top Lobbyists for Causes" by Capitol Inside and received the President's Award from the Texas Recreation and Parks Society for his work to protect Texas parks. He is a board member of the Clean Air Force of Central Texas and an advisory board member of the Texas Tech University Masters of Public Administration program. Luke, his wife, son and daughters are working to visit every state park in Texas.

Wednesday, July 22, 2026

Public Universities Belong to the Public: Join the August 12 People’s Hearing on Higher Education

Friends,

Texas higher education is being rapidly transformed—mostly without meaningful public consultation, transparent academic review, or adequate consideration of the consequences for students, faculty, families, and communities across our state.

That is why I urge you to join us on Wednesday, August 12, 2026, from 9:00 a.m. to 12:00 p.m., for the Texas Legislative Progressive Caucus People’s Hearing on Higher Education at the Robert Johnson Legislative Office Building, 1501 N. Congress Avenue, Austin, Texas.

The hearing is being convened by Texas State Representative Lulu Flores and the Texas Legislative Progressive Caucus, in partnership with the Latino Coalition for Excellence in Higher Education and our broader coalition of higher education advocates.

The hearing will address the weakening or dismantling of:

  • Ethnic Studies and Women’s and Gender Studies;

  • academic freedom and shared governance;

  • the Department of Mexican American and Latina/o Studies at the University of Texas at Austin; and

  • community-based knowledge, cultural memory, and the intellectual heritage of the people of Texas.

These are not private institutional matters. Our colleges and universities are public institutions, supported in part by the taxes that all of us pay. Texans contribute to higher education through property taxes, sales taxes, state revenues, tuition, public bonds, philanthropy, and generations of labor and civic investment. These institutions therefore carry obligations not only to administrators, governing boards, or elected officials, but also to the people of Texas.

Taxpayers have a right to know how decisions affecting public universities are being made. We have a right to ask what programs are being eliminated or consolidated, whose voices are being excluded, how public resources are being used, and whether decisions are serving the educational needs of the entire state.

The children and grandchildren of working families should be able to attend universities where they can study the histories, cultures, struggles, and contributions of the communities from which they come. Black, Latino, Indigenous, Asian American, LGBTQ+, women, immigrant, rural, and working-class Texans should not be treated as peripheral to the mission of public higher education—particularly when their families help sustain these institutions through taxes, tuition, employment, research, and public service.

The urgency could not be greater. Texas has enacted sweeping restrictions on diversity, equity, and inclusion; expanded political control over curricula and university governance; weakened faculty participation in institutional decision-making; and created conditions in which academic programs may be eliminated, consolidated, or redefined before the public fully understands what is happening.

Universities are not the private property of political leaders, governing boards, donors, or administrators. They are public trusts. Their responsibility is to educate the people, advance knowledge, prepare future generations, and serve the public good.

Decisions of this magnitude should not take place behind closed doors or be announced only after they have become accomplished facts. The people who fund public higher education deserve transparency, accountability, and a meaningful voice in determining its future.

The August 12 People’s Hearing will help create a public record by bringing together students, faculty members, staff, educational leaders, alumni, advocates, community organizations, taxpayers, and concerned Texans. It will provide an opportunity for those most affected by recent policies to speak in their own voices—and for legislators and the wider public to hear what is at stake.

Your presence matters.

A hearing filled with students, educators, parents, families, elders, alumni, and community members sends a powerful message: We pay taxes. We support these institutions. They belong to the public, and the public has a right to be heard.

Please join us on August 12. Come to listen, bear witness, offer testimony, and stand in solidarity with all those defending educational freedom, academic integrity, democratic accountability, and the right of every community to see its knowledge, history, and experiences respected within our public universities.

Texas Legislative Progressive Caucus People’s Hearing on Higher Education

Wednesday, August 12, 2026

9:00 a.m.–12:00 p.m.

Robert Johnson Legislative Office Building

1501 N. Congress Avenue

Austin, Texas 78701

Please share this announcement with all your networks. 

We are likely to have a press conference on this day. Details forthcoming.

We are not without power. The future of public higher education in Texas is being decided now. As taxpayers, educators, students, families, and members of the public, we must be present, organized, and heard.

-Angela Valenzuela, Ph.D.



DOGEing the Curriculum: University of Houston may cut 40% of core requirement classes in response to GOP law

Friends:

This is staggering. University of Houston Professor Richard Armstrong is exactly right: the proposed removal of nearly 40 percent of UH’s core courses amounts to “DOGE-ing the core curriculum over the summer while nobody’s looking” (Ketterer, 2026).

Among the courses recommended for removal are Black Liberation Theology, Introduction to Women’s Studies, Introduction to LGBT Studies, Intro to Global Climate Change, Mexican American Urban Communities, Latino Leadership Activism and Organizing, Sexuality and Society, and Voices from Exile and Diaspora (Ketterer, 2026).

This is not routine curricular housekeeping. It is a politically driven narrowing of what Texas students will be encouraged—and, practically speaking, able—to learn.

The intention behind Senate Bill 37 authored by former Senator Andrew Creighton—who is now the president of Texas Tech University—could hardly be clearer. In the official statement of intent accompanying Sen. Brandon Creighton’s bill, SB 37 was described as an effort to address the “unchecked authority of faculty senates” (Texas Senate Research Center, 2025, para. 1). A subsequent House committee analysis reported that the bill’s sponsor was concerned about the “ideological direction of core curricula” and a perceived lack of accountability in faculty governance (Texas House Committee on Higher Education, 2025).

Lieutenant Governor Dan Patrick was even more direct. He described SB 37 as unfinished business following what he called the largest “pushback against wokeness in higher education” in the nation’s history (Patrick, 2025b). This language leaves little doubt that SB 37 was not simply about efficiency, affordability, or workforce preparation. It was designed to shift control over knowledge away from faculty and toward politically appointed regents, administrators, and state officials.

This is where the relationship to Christian nationalism becomes important.

Christian nationalism is not synonymous with Christianity, Christian faith, Jesus, or religious devotion. It is a political movement that uses a particular interpretation of Christianity to claim authority over American identity, government, education, and public life. As Katherine Stewart (2020, 2025) has documented, this movement is sustained not by religious conviction alone, but by coordinated political organizations, wealthy donors, policy networks, and activists seeking the power to impose their vision on a pluralistic society.

Stewart’s (2012) earlier investigation of the Christian Right’s efforts to gain influence in public schools also reminds us that education has long been a central battleground in this movement’s struggle over whose values, histories, and forms of knowledge will receive public legitimacy.

I am not claiming that every legislator or administrator involved in SB 37 personally identifies as a Christian nationalist. I am arguing that the law’s purposes and consequences align closely with that broader political project.

The contrast is revealing. Texas political leaders have promoted the placement of the Ten Commandments in public-school classrooms as a “foundational moral compass” (Patrick, 2025a), while a public university considers removing Black Liberation Theology from its core curriculum. One expression of Christianity—aligned with state authority and a traditional national narrative—is elevated. Another—grounded in the experiences of oppressed communities and demanding racial justice—is marginalized.

That is not religious neutrality. It is the political selection of which religious ideas are considered legitimate.

The other vulnerable courses follow the same pattern. Women’s and LGBTQ Studies challenge prescribed gender and sexual hierarchies. Mexican American, Black, immigrant, and diaspora studies complicate the myth of an innocent and uniformly virtuous nation. Climate-change courses confront powerful economic interests and require students to reckon with collective responsibility. Courses on activism teach students that democracy involves participation, dissent, and organized struggle.

These subjects are not being questioned because they lack intellectual rigor. They are vulnerable because they challenge the racial, gendered, religious, economic, and national orthodoxies that this political movement seeks to protect.

SB 37 created the machinery for this purge by weakening faculty governance, elevating regental control, and redefining education through politically malleable concepts such as “foundational” knowledge, workforce preparation, and return on investment. UH may also be overcomplying with the law by demanding that every individual core course satisfy all of its criteria rather than evaluating the core curriculum as a whole (Ketterer, 2026).

The result will not be a stronger education. Students may face fewer choices, registration bottlenecks, delayed graduation, and diminished opportunities to encounter fields that awaken their intellectual interests and help them understand the diverse society in which they live.

What we are witnessing is most certainly a "DOGEing" of the curriculum, but the objective is not merely to reduce its size. It is to discipline knowledge—to make politically inconvenient courses less visible, less accessible, and eventually less viable.

The University of Houston—or should I say, the stakeholder community around it—should protest and halt this process, this rationing of education. Curriculum must be shaped through transparent, faculty-led deliberation grounded in disciplinary knowledge and educational evidence—not through fear of political retaliation from Austin.

This is not academic accountability.

It is political control over what students are permitted to know. 

How scandalous.

What a shame.

—Angela Valenzuela

References

Ketterer, S. (2026, July 21). University of Houston may cut 40% of core requirement classes in response to GOP law. See the list. Houston Chronicle. https://www.houstonchronicle.com/news/houston-texas/education/article/uh-core-curriculum-sb37-22352570.php

Patrick, D. (2025a, March 18). Lt. Gov. Dan Patrick statement on the passage of Senate Bill 10—Placing the Ten Commandments in schools. Office of the Lieutenant Governor. https://www.ltgov.texas.gov/2025/03/18/t-gov-dan-patrick-statement-on-the-passage-of-senate-bill-10-placing-the-ten-commandments-in-schools/

Patrick, D. (2025b, April 15). Lt. Gov. Dan Patrick statement on the passage of Senate Bill 37—Reforming faculty senates. Office of the Lieutenant Governor. https://www.ltgov.texas.gov/2025/04/15/lt-gov-dan-patrick-statement-on-the-passage-of-senate-bill-37-reforming-faculty-senates/

Stewart, K. (2012). The Good News Club: The Christian Right’s stealth assault on America’s children. PublicAffairs (Wikipedia, 2012).

Stewart, K. (2020). The power worshippers: Inside the dangerous rise of religious nationalism. Bloomsbury Publishing (Wikipedia, 2020).

Stewart, K. (2025). Money, lies, and God: Inside the movement to destroy American democracy. Bloomsbury Publishing (Wikipedia, 2025).

Texas House Committee on Higher Education. (2025). Bill analysis: Committee substitute for Senate Bill 37, 89th Legislature, Regular Session, Texas Legislature Online. https://capitol.texas.gov/tlodocs/89R/analysis/html/SB00037H.htm

Texas Senate Research Center. (2025, March 18). S.B. 37 bill analysis: As filed, 89th Legislature, Regular Session, Texas Legislature Online. https://capitol.texas.gov/tlodocs/89R/analysis/html/SB00037I.htm


By ,Staff Writer

The Ezekiel W. Cullen Building on the campus of University of Houston on Thursday, Nov. 10, 

2022. Elizabeth Conley/Staff photographer


University of Houston administrators could slash almost 40% of the courses offered in the school’s core curriculum to comply with a new state law — including “Intro to Global Climate Change,” “Black Liberation Theology,” “Introduction to Women’s Studies” and “Introduction to LGBT Studies,” according to a list obtained by the Houston Chronicle.

If implemented, the changes would drastically reduce the general education options that undergraduates choose from as they work toward their degrees. The cuts would affect liberal arts departments the most, including professors who teach topics that high-ranking conservative lawmakers view as biased or “woke.”

Any courses that are removed from the core can still be taught, but they’re likely to be taken by a smaller number of students — meanwhile, some faculty fear that the remaining classes won’t have enough seats. Professors have criticized the process and say they were not meaningfully involved in these decisions until now as administrators seek their feedback for a final proposal that will go to the UH System Board of Regents in August.

“This is basically DOGE-ing the core curriculum over the summer while nobody's looking,” said Richard Armstrong, an associate professor of classical studies. “When you think about something that's been that carefully managed and curated, you wonder, why are we being reckless in cutting the offerings?”

READ MORE: A battle over workforce, 'indoctrination' is reshaping core curricula at Texas colleges

UH is among the dozens of institutions across the state assessing their core classes against the backdrop of a broader GOP push for more oversight on Texas’ public college campuses.

While every institution’s “core” looks different, they each include subject requirements and learning objectives set by the state, making up 42 credit hours, or 14 classes. The core has become hotly contested in recent years, as it indicates what every college graduate should know.

Lawmakers wrote Senate Bill 37 in 2025 to unravel what they view as left-leaning indoctrination in college classrooms. The new law didn’t explicitly ban topics but instead enacted four broad guidelines for core classes — such as being “foundational” for a sound education and “necessary” to prepare students for the workforce and civic life.

"The legislation demands real accountability from our institutions," the bill’s author, former state Sen. Brandon Creighton, R-Conroe, said in a statement as lawmakers sent it to Gov. Greg Abbott to sign. "Texas isn't just leading the conversation — we're setting the national standard for restoring academic integrity and accountability on college campuses."

So far, the responses of universities and colleges to the law have been varied. While UH has not issued any policies restricting topics — as the Texas A&M and Texas Tech university systems have done — some UH faculty have been wary.

ACROSS TEXAS: A&M alumni warn politics is changing campus leadership

In a move that some UH professors viewed as a threat to academic freedom and a precursor to further changes, College of Liberal Arts and Social Sciences Dean Dan O’Connor asked faculty early this spring to sign a memo affirming that they don’t “indoctrinate” while teaching.

The official SB37 review began later, when a working group of nine professors across UH’s academic colleges drafted the recommendations over five “extended” meetings, according to university documents. This month, Provost Diane Z. Chase shared the findings with faculty and opened a feedback form, which closes Tuesday.

Otherwise, the university has disclosed little about the group’s process, beyond sharing the results and giving faculty copies of the guiding questions used to judge courses against the state’s criteria.

UH’s chapter of the American Association of University Professors, a group that advocates for academic freedom, said that the committee was sworn to secrecy, and that UH general counsel Dona Cornell attended all of the meetings.

When reached by the Houston Chronicle for comment, UH officials said the SB37 review is ongoing and declined to answer a series of questions about the process.

"As part of this process, the UH Core Curriculum Working Group evaluated all core courses using a consistent evaluation framework,” said a statement released by the university. “Based on that framework, the working group prepared draft recommendations, which have been provided to faculty for feedback. These recommendations are just one step in a broader review process and do not represent final decisions. The university leadership will evaluate the recommendations, which must ultimately be approved by UH System Board of Regents."

What could go

The working group suggested taking about 100 courses out of the core and keeping almost 160 others, according to a document summarizing the proposed changes.

While some courses involving politically divisive issues were on the list — like LGBT Studies and climate change — the cuts don’t appear to target race studies as a whole, as “African American Studies” and “Introduction to Latino Cultural Studies” would remain in the core while “Black Liberation Studies” and “Mexican American Urban Communities” were recommended to be removed.

Some courses on the chopping block involve topics exploring political differences, like “Left, Right and Center.” Others concern movements and social change, like “Latino Leadership Activism and Organizing,” “Sexuality and Society,” “Social Class and Mobility in America” and “Voices from Exile and Diaspora.”

But no history or government classes were flagged, sparing courses that focus on histories for specific demographics, including Chicanos, women, Latinos and African Americans.

UH’s members of the AAUP, the faculty union, said the university violated “basic principles of transparency, faculty participation, and fairness” in the review, according to a letter sent to UH President Renu Khator and other administrators on Monday.

They have urged the university to halt the review process.

“This lack of transparency and the exclusion of the vast majority of faculty from the process, should these cuts to the curriculum be upheld, undermines the education UH students will receive,” according to the group’s letter. “A wider range of foundational courses opens up more opportunities for our students to pursue a meaningful and effective college education, setting them up for greater success in graduate work, professional schools, and the workforce.”

They also say that UH overcomplied in following SB37. The group interprets the law as requiring the university’s core in its entirety to meet the state’s four criteria, while UH tasked the working group with ensuring that each individual course meets all four criteria.

The courses on the list also include several that don't touch on political, cultural or social topics.

Rebecca Forrest, an instructional professor in the department of physics, said she was shocked to open the recommendations and see her “Advanced Laboratory 1” course on the list. She has offered it since she created the class 20 years ago, helping physics students learn to convey complicated material and satisfy a core requirement called “Writing in the Disciplines.”

She deems the course essential for the workforce, and believes it meets the criteria of SB 37. To reach more physics students in the future, her department will need to alter its degree plan to require it outside of the core, she said.

“This is doing a disservice to students,” Forrest said. “They won't be well prepared to enter the workplace or graduate school.”

Largely, faculty members critical of the process argue that they have the pedagogical expertise and knowledge of learning objectives to back up their curricular decisions, and they say they’ve previously gone through rigorous processes to ensure that their core courses met state standards. Those processes were upended after SB37 disbanded faculty senates – which led prior curricular reviews – and allowed colleges to replace them with smaller advisory councils that are more limited in function.

INSTRUCTION: AI use at colleges has become a ‘minefield’ of rules, confusion

“We are the closest to the students,” Armstrong said. “We are interacting with them all the time, far more than the administration, and we have to create material that really works, that does achieve the goals that we're setting out – pedagogically but also connects to their interests, energizes them.”

Effects on students

People walk across the University of Houston campus near the UH Student Center in Houston, Monday, Oct. 27, 2025.Brett Coomer/Houston Chronicle

By forcing students at a growing university to compete for a more limited number of courses, Forrest, Armstrong and others worry that students will experience a bottleneck at registration and face delayed graduation times.

Other ripple effects are possible. The core is known to draw students to departments – even helping them minor in areas that are known to have smaller numbers of majors.

If their courses are available to fewer students, some professors fear class enrollments will drop further.

UH: Board drops religious studies as major due to low enrollment

Five of the six core courses offered by the classical studies department were recommended for removal, according to the working group’s list. The creative writing department’s only offering in the core was “Creation and the Performance of Literature,” which could now be cut.

“Students find core courses that interest them, that broaden their experience and their education in society,” Forrest said. “All of that makes for more well-rounded students that are better prepared for whatever profession they choose to go into.”



Tuesday, July 21, 2026

Texas border surveillance scholar exceeded tenure standards. UT's president denied him. By Lily Kepner, Austin American-Statesman, July 20, 2026

Friends:

What has happened to Professor Iván Chaar López at the University of Texas at Austin is profoundly unjust—and should alarm everyone who cares about academic freedom, fairness, and the integrity of our public universities.

By every meaningful measure, Professor Chaar López earned tenure. External experts unanimously endorsed his scholarship. His department unanimously recommended him. The college voted overwhelmingly in his favor. His dean concluded that he exceeded UT’s demanding standards in scholarship, teaching, mentoring, and service. Yet an unidentified tenure committee overturned this extensive faculty-led review without providing any explanation.

This is so incredibly disrespectful of Dr. López, a leading scholar in his field.

When the evidence of merit is this overwhelming and university leaders refuse to explain their decision, it is difficult to avoid the conclusion that political ideology—not academic excellence—was at play.

Professor Chaar López studies border surveillance, race, colonialism, technology, and state power. These are precisely the difficult and consequential subjects that tenure exists to protect. Scholars must be free to ask questions that unsettle those in power. Punishing them because their research is politically inconvenient is not academic leadership. It is censorship.

This decision also disregards faculty expertise, undermines shared governance, and denies Professor Chaar López meaningful transparency and due process. It sends a chilling message across the university: even extraordinary scholarship, teaching, mentoring, and service may not protect a faculty member whose research conflicts with the ideological preferences of political or institutional leaders.

UT should reverse this decision, grant Professor Chaar López tenure, and explain publicly how such a grave miscarriage of academic judgment was allowed to occur.

This is not only about one professor. It is about whether merit, truth-seeking, and academic freedom still matter at our state’s flagship public university.

—Angela Valenzuela, Ph.D.


By Lily Kepner, Staff Writer, Austin American-Statesman

July 20, 2026

Iván Chaar López, a University of Texas scholar on border surveillance, in his office in Austin, Wednesday, July 15, 2026. Amid concerns UT is quieting controversial fields, Chaar López fears the president violated his academic freedom in denying him tenure.Mikala Compton/Austin American-Statesman

By all performance measures, professor Iván Chaar López was a shoo-in for tenure at the University of Texas.

Tenure, a coveted status that protects professors' jobs so they can research freely without fear of retaliation, is only considered after faculty complete about six years of research, teaching, mentoring and service to a university.

The bar to achieve tenure is set intentionally high — professors must pass a year-long review led by faculty experts, who independently assess each professor’s work.


Chaar López, who investigates how border surveillance technologies are tied to history and race, was praised by the College of Liberal Arts dean, his colleagues in UT’s American Studies department and external reviewers from universities across the nation. When he went through tenure review last year, they said he exceeded the high bar for tenure and produced foundational work in his field, according to records obtained by the Statesman.

More than 30 scholars recommended him for tenure throughout the process, pending approval by UT President Jim Davis, a presidential committee and the UT System Board of Regents.

But in February, Davis’ tenure committee — whose members are not publicly listed — unexpectedly denied Chaar López’s application. When asked for clarification, Davis and the committee declined to give Chaar López a reason or change the decision.

Because of an “up-or-out” policy at UT with tenure-track professors, Chaar López must leave UT at the end of this school year, leaving him to restart his tenure journey somewhere else. It could take several more years to get to the same place at a different school.

The tenure denial bewildered the professor and colleagues who had touted his success in the field.

Chaar López said he fears the university decided not to give him tenure because of his area of study, which may be controversial among Texas conservatives. He is a professor in American Studies, a department that is being consolidated into a new Department of Cultural and Social Analysis, and his work is critical of border enforcement, colonialism and government surveillance.

Five scholars with expertise in tenure interviewed by the American-Statesman said it is very rare and unusual for a president to deny tenure applications after near-unanimous positive assessments. UT System’s own policy and the Texas Education Code give deference to these independent assessments in tenure decisions.

UT denied a request for an interview with Davis and did not answer questions about why Chaar López was denied tenure.

The decision comes as UT grapples with its identity under new leadership and faces pressure to limit instruction of “controversial topics.”

For a president to deny tenure without a stated reason is against common practices and “opens the gate to political interference in a way that is unprecedented in the last century,” said William Tierney, a professor of higher education at the University of Southern California.

Davis is not an academic; his background is as a lawyer. He was granted tenure by the Board of Regents as part of his employment contract despite never holding a teaching position at a university.

As Davis and UT Provost William Inboden have emphasized a commitment to academic excellence and balance in the past year, they have removed top leaders over differences in vision, evaded transparency about controversial decisions and eliminated procedures that would have guaranteed Chaar López an independent review to determine whether the university violated his academic freedom.

“Iván’s case is a warning for all faculty across the university,” said Lauren Gutterman, former chair of the American Studies department. “Because it suggests that achieving excellence in your field is no longer enough to secure tenure and promotion.”

What is the tenure process?


Iván Chaar López, a University of Texas scholar on border surveillance, in his office in Austin, Wednesday, July 15, 2026. Amid concerns UT is quieting controversial fields, Chaar López fears the president violated his academic freedom in denying him tenure.Mikala Compton/Austin American-Statesman

Tenure is historically tied to academic freedom, or a professor’s ability to study a subject without interference. But functionally, it’s a job protection that has incentivized talented faculty to come to U.S. universities since the early 1900s, pitched as a way for the most talented professors to freely pursue knowledge without retaliation when the answers they find are unpopular to those paying their salaries.

Texas Republicans have openly criticized tenure in recent years, framing the job protection as a way professors can stick around without having to prove their worth. They argue it makes it easier for academics to inject their beliefs into teaching, leading to liberal indoctrination.

But experts say that argument lacks an understanding of the intense tenure review process, where faculty sometimes spend more than a decade curating research and typically six years under probation. Universities only grant tenure if professors can prove their intellectual merit and expertise to scholars within the field nationwide, the professor’s own department and their college.

The American Association of University Professors, a national organization representing university employees, estimates that the percentage of university faculty holding full-time tenured positions decreased from 39% in 1987 to 24% in 2021.

Though denials of tenure happen, it is rare for them to occur at the presidential level, because typically, a chair or dean would flag missing requirements or concerns about scholarship in advance, said Willis Jones, an associate dean in education at Southern Methodist University who oversees tenure cases.

The Texas Legislature recently expanded the ways a tenured professor can be fired, and some states have banned the status entirely for new hires. Without tenure, professors are less free to pursue controversial research questions, because they can be dismissed without the same due process if those in power opposed to their findings demand punishment, said Barrett Taylor, a University of North Texas researcher and co-author of a forthcoming book on conservative attacks on tenure.

“Most people probably don’t want the powerful to decide what gets taught,” but weakening tenure makes that more likely, Taylor said.

UT System policy states faculty expertise should be given “utmost” consideration in tenure awards. Tenure candidates must demonstrate excellence in research, teaching, service and mentoring, according to the policy. All but two of 32 reviewers determined Chaar López met all those standards.

'Exceeds our demanding standards'


An award for excellence in mentoring is displayed in Iván Chaar López’s office at the University of Texas in Austin, Wednesday, July 15, 2026. Amid concerns UT is quieting controversial fields, Chaar López fears the president violated his academic freedom in denying him tenure.Mikala Compton/Austin American-Statesman


Chaar López grew up in San Juan, Puerto Rico. Fascinated by borders and how they are maintained, defined and policed, he earned his doctorate in American Culture from the University of Michigan. He’s been preparing for tenure since 2015, hoping that securing employment protection would allow him to study more ambitious questions, he said.

In 2020, the University of Texas hired him as a tenure-track assistant professor, giving him six years to prove his scholarship and commitment to UT before being formally evaluated. During his six years at UT, he published a book, won four fellowships or grants and wrote seven peer-reviewed articles or book chapters.

After the pandemic, he started working with professors across UT, helping to connect the American Studies department with other fields across the College of Liberal Arts. He brought his Border Technologies Lab, created in 2018 at Cornell University, to UT. The lab employs undergraduate and graduate students to research everything from artificial intelligence to drone technology at the border.

Last spring, he began the tenure review process, submitting his five strongest pieces of published research. Eight professors from his field at schools across the U.S. and Canada — including a MacArthur Genius Grant recipient — said he met or exceeded the bar for tenure. In September, they unanimously recommended him for approval.

After reviewing his work, teaching evaluations, a research statement and service statement, a committee of seven UT American Studies professors also recommended him for tenure unanimously that fall. Gutterman concurred. A committee in the college voted 19-2 to grant him tenure with the two dissenters voicing some concerns about the “critical severity of elements of his work,” according to the tenure evaluation from Interim Dean David Sosa.

But Sosa concluded that “even if one harbors reservations about the ultimate defensibility of some of Chaar López’s scholarly contributions, there is no denying that he is by the standards of the areas in which he works a distinguished figure,” and that his arguments are worthy of debate.

Sosa wrote in an email to the Davis’ tenure committee that he believed Chaar López “exceeds our demanding standards of scholarship, teaching, mentoring, and service.” Sosa described the professor as a leading scholar who advances “foundational debates” in multiple fields and reflects a “moving” commitment to the field.

In February, a committee overseen by Davis, whose members are not public, denied the application. When Sosa called Gutterman to tell him, she was shocked. When she and Chaar López asked Sosa for a reason, the liberal arts dean said he didn’t know why.

Can the president deny tenure?

Five tenure experts said it is rare for a president’s decision to conflict with the official recommendations of tenure reviewers, who are trained to evaluate the merit of a peer’s case.

It’s even more rare for a president to deny tenure without explaining the decision, said Michael DeCesare, senior program officer in the Department of Academic Freedom, Tenure and Governance at the American Association of University Professors.

Typically, if there is a problem, the president would go back to the dean or professor seeking tenure and ask for clarification or defer to other university processes to investigate the discrepancy. In an “extraordinary” case where a president does deny tenure, there would be back-and-forth discussions with the administrator and faculty experts to discuss concerns, DeCesare said.

“When no reason is given, any reason is possible, and that’s our concern,” DeCesare said.

UT’s policy states the tenure appointment “must be in the best interest” of the university — a phrase that gives administrators broad discretion.

Deepa Das Acevedo, a legal labor scholar and author of “The War on Tenure,” said that although a presidential veto is rare in tenure proceedings, it is not illegal.

“Universities, like most employers in most contexts, are entitled to make decisions about what they want to focus on and where they want to direct their resources,” she said.

Days after Chaar López received the decision, UT regents limited how professors can address controversial topics without defining what “controversial topics” means. A week before that, Davis announced that the American Studies department would be folded in with gender and ethnic studies departments into a new Department of Social and Cultural Analysis.

'We’re trying to get at what is the truth'


Iván Chaar López, a University of Texas scholar on border surveillance, in his office in Austin, Wednesday, July 15, 2026. Amid concerns UT is quieting controversial fields, Chaar López fears the president violated his academic freedom in denying him tenure.Mikala Compton/Austin American-Statesman

National educational groups, including the AAUP, and colleagues privately wrote letters urging Davis to reconsider his decision.

Previously, Chaar López could have appealed the decision through the Faculty Council’s academic freedom committee, which was comprised of seven elected members. But after the UT System eliminated faculty councils in compliance with a new state law, Chaar López’s only recourse was the faculty committees appointed by Davis.

Chaar López submitted an appeal to the president’s procedural review committee, which denied his claim, and submitted final arguments to Davis. Both were denied, according to an email from Sosa.

When Chaar López received the denials, he felt every emotion. He had built a community at UT, relationships with students and colleagues. His peers had validated his work.

The rejection felt heavy and unjust, he said, as did the university’s glib denial, delivered in a short email from his college dean.

“I’ve done so much for its students, for its community, and there’s no recognition of that at all,” he said.

Chaar López is now pursuing a formal grievance arguing that Davis violated his academic freedom. His complaint will be heard by a panel of faculty appointed by Davis and UT’s chief academic officer.

Though he is not sure exactly what’s next, Chaar López is determined to stay in academia and continue his work researching how race, history and technology shape the government’s immigration enforcement at the border.

“I ask questions that maybe someone in a position of power might disagree with. … We ask these questions because we’re trying to get at what is the truth,” Chaar López said. “I did all of that work — 11 years of work — trying to achieve the security of tenure so that I can maybe ask even more difficult questions.”

July 20, 2026


Lily Kepner
HIGHER EDUCATION REPORTER


Lily Kepner started at the American-Statesman in October 2023. She has appeared on BBC, NPR and Texas Standard to talk about her coverage, which has spanned the impact of state laws and politics on the University of Texas, pro-Palestinian protests, free speech, the anti-DEI ban, LGBTQ student belonging and more. Kepner graduated with honors from Boston University's College of Communication in 2023, where she received the college's highest awards for writing and journalism leadership and led the award-winning student newspaper as Editor-in-Chief. In her time with the American-Statesman, she contributed to reporting that won an Edward R Murrow Award for breaking news, won the School Bell Award for Outstanding Feature from Texas State Teachers Association, and Critics Choice for Best of Austin in the Austin Chronicle. Previously, she has been published in USA Today, The Boston Globe, The National Catholic Reporter and GBH. Kepner is passionate about accountability and service journalism and encourages anyone to reach out to her to tell their story or share a tip.

South to Freedom: Silvia Hector Webber, Mexican American Allies, and the Underground Railroad to Mexico, by Angela Valenzuela, Ph.D. July 21, 2026

South to Freedom: Silvia Hector Webber, Mexican American Allies, and the Underground Railroad to Mexico

by

Angela Valenzuela, Ph.D.

July 21, 2026

Silvia Hector Webber’s life illuminates a little-known but essential chapter ofTexas history: the Underground Railroad did not lead only north. For many enslaved Black people in Texas and other parts of the Southwest, freedom lay south—across the Rio Grande and into Mexico. Their journeys depended first upon their own extraordinary courage, but they were also assisted by networks of Black, Mexican, Mexican American, and white residents who provided food, shelter, directions, transportation, and protection (Baumgartner, 2020; Hammack, 2024).

Born into slavery in 1807 in Spanish West Florida, in an area that later became part of eastern Louisiana, Silvia was sold at the age of 12 for $550, roughly equivalent  to $11,568 in U.S. dollars 2025 according to Wikipedia, 2025).

She later came to Mexican Texas as the enslaved property of John Cryer. Between 1826 and 1829, she met John Ferdinand Webber, a white settler and business associate of Cryer. By 1834, while Silvia remained enslaved, she had given birth to three children with Webber (Hammack, 2024).

Any account of their relationship must recognize the profoundly unequal and coercive conditions created by slavery. Silvia did not possess legal control over her own person, and under the doctrine governing slavery, her children could also be treated as property. Whatever bonds developed between Silvia and John existed within a system that denied her autonomy and placed her and her children in continual danger of sale, separation, and exploitation.

On June 11, 1834, Silvia and John negotiated with Cryer to secure freedom for Silvia and their three children. Cryer did not demand payment simply in money or land. He required that the Webbers provide him with a two-year-old enslaved boy and provide a three-year-old enslaved girl to one of his relatives (Hammack, 2024). Later records discussed in the Wikipedia account indicate that the Webbers did not deliver the children and ultimately forfeited a substantial portion of their Webberville property to settle the debt associated with Silvia’s and her children’s freedom (Wikipedia, 2025).

This episode exposes the moral horror at the center of slavery: freedom for one Black woman and her children was assigned a price to be paid through the enslavement of other children. Silvia’s story must therefore be remembered not only as one of perseverance and eventual liberation, but also as evidence of slavery’s immense suffering—the sale of children, the commodification of Black bodies, the vulnerability of families to separation, and the ability of enslavers to extract wealth from the human desire to keep one’s family together.

Even after Silvia and her children gained their legal freedom, they continued to experience severe anti-Black racism. The Webber children were prohibited from attending the local school with white children, requiring the family to hire a live-in tutor. Although some neighbors respected Silvia for her intelligence, kindness, and generosity, they did not treat her as a social equal (Hammack, 2024; Wikipedia, 2025).

Conditions deteriorated further after Texas separated from Mexico and established the Republic of Texas in 1836. The new republic expanded and protected slavery, outlawed interracial marriage, and severely restricted the rights that free Black people had possessed under Mexican law. As settlers from the slaveholding South moved into Central Texas, the Webbers faced growing hostility, discriminatory treatment, and threats of violence. They also feared that slave catchers or so-called "Blackbirders" might kidnap Silvia or the children and sell them into slavery (Wikipedia, 2025).

By the early 1850s, the danger had become so great that the family left Webberville and relocated to the Rio Grande Valley. They eventually settled near present-day Donna, Texas, across the river from Reynosa, Mexico. There, they established the Webber Ranch and operated a ferry across the Rio Grande (Hammack, 2024).

Family histories and regional accounts identify the Webber Ranch as a possible station on the southern Underground Railroad. Silvia was widely remembered for opening her home to people who were hungry, destitute, or seeking refuge. The Webbers reportedly fed and sheltered freedom seekers and used their ferry to help fugitives from slavery cross the Rio Grande into Mexico. Their neighbors, Matilda and Nathaniel Jackson, another interracial family, were also known to assist people escaping enslavement (Hammack, 2024; Wikipedia, 2025).

The Webbers were part of a much broader history of resistance. Research on the Underground Railroad to Mexico demonstrates that Mexican residents and Mexican Americans participated in these freedom networks. People of Mexican descent guided escapees, shared information about routes and conditions across the border, offered food and hiding places, and sometimes helped freedom seekers evade slave catchers. Some endured intimidation and violence from slaveholders precisely because they assisted enslaved Black people seeking freedom (Baumgartner, 2020).

This history is important because it challenges the familiar geography of the Underground Railroad, which is usually imagined as moving north toward free states and Canada. It reminds us that another vital path led south through Texas and into Mexico. It also complicates histories that portray slavery and abolition exclusively through a Black-white framework. Mexican and Mexican American communities were not merely observers of enslaved people’s flight to freedom; some were active participants in making that freedom possible.

The story of Silvia Hector Webber therefore reveals a profound history of Black resistance, Mexican and Mexican American assistance, interracial family struggle, and cross-border solidarity. At the same time, it exposes the long reach of slavery and anti-Black racism: the buying and selling of children, the denial of education, the threat of kidnapping and re-enslavement, the dispossession of property, the displacement of free Black families, and the persecution of those who opposed slavery and the Confederacy.

This important history will be addressed this coming Saturday, July 25, 2026, with Webber family members and descendants present at the Emma S. Barrientos Mexican American Cultural Center in Austin. The symposium, “Visibilizing a Freedom Fighter, Silvia Hector Webber: A Legacy of Resistance & Black Freedom in North America,” will bring descendants, scholars, genealogists, and community historians together to honor Silvia’s legacy and deepen public understanding of Black freedom-seeking, Mexican American solidarity, and cross-border resistance.

The free symposium will take place from 10:00 a.m. to 7:00 p.m. at the ESB-MACC, 600 River Street, Austin, Texas. As I shared in an earlier blog post, the gathering is part of the Webber Family Preservation Project and will highlight both the Webber family’s history and the important work descendants are undertaking to recover and preserve their ancestral histories, cultures, and historic sites (Valenzuela, 2026).

Source note: This account draws principally on historian María Esther Hammack’s archival research on Silvia Hector Webber, including her discovery and transcription of the 1834 freedom papers that secured freedom for Silvia and her three young children. It also draws on Hammack’s authoritative biographical entry in the Handbook of Texas Online and the Wikipedia entry “Silvia and John Webber.” Broader historical context regarding the southbound Underground Railroad and Mexico’s importance as a destination for freedom seekers comes from Alice L. Baumgartner’s South to Freedom: Runaway Slaves to Mexico and the Road to the Civil War.

References

Baumgartner, A. L. (2020). South to freedom: Runaway slaves to Mexico and the road to the Civil War. Basic Books.

Hammack, M. E. (2024, March 20). The life and legacy of Silvia Webber: A pioneer of freedom in Texas (1807–1892). Handbook of Texas Online. Texas State Historical Association. https://www.tshaonline.org/handbook/entries/webber-sylvia-hector

Wikipedia. (2025, May 28). Silvia and John Webber, Wikipedia. https://en.wikipedia.org/w/index.php?title=Silvia_and_John_Webber&oldid=1292671328

Valenzuela, A. (2026, July 17). Invitation: “Visibilizing a freedom fighter, Silvia Hector Webber: A legacy of resistance & Black freedom in North America” at the ESB-MACC, Sat., July 25, 2026. Educational Equity, Politics & Policy in Texas. https://texasedequity.blogspot.com/2026/07/invitation-visibilizing-freedom-fighter.html