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Showing posts with label #MexicanAmericanStudies. Show all posts
Showing posts with label #MexicanAmericanStudies. Show all posts

Monday, March 20, 2023

INVITATION: Américo Paredes: Mexican American Studies, the University, and Modernity - Lecture by Dr. José E. Limón

***PLEASE SHARE WIDELY*** 

Américo Paredes: Mexican American Studies, the University, and Modernity - Lecture by José E. Limón


Date: Thursday March 30, 2023

Time: 4:00 PM - 5:00 PM

Location: Texas Union (UNB 2.102)

 

Please join the Center for Mexican American Studies for “Américo Paredes: Mexican American Studies, the University, and Modernity” a lecture by José E. Limón.

 

Based largely on José E. Limón's recollection of many conversations with Américo Paredes during the period 1968-1972, this talk is less of a lecture and more of a spoken essay, a contribution to an oral history. It explores the ambivalence and tension between Mr. Paredes' intellectual modernity and the founding and development of the Center for Mexican American Studies at UT-Austin at that moment in the University's own history.

 

Please share the attached flyer widely. 

 

Thank you!

 

Latino Studies, The University of Texas at Austin | GWB 2.102 | 512-471-4557 | liberalarts.utexas.edu/latinostudies


#MexicanAmericanStudies,

Friday, July 15, 2022

Democrats Still Have a Latinx Blind Spot: Understanding Far-Right Republican Mayra Flores' recent Congressional Victory

This thoughtful piece by Xochitl Gonzalez writing in this week's Atlantic, helps illustrate how race and ethnicity are social constructions. That is, these are historically produced in the context of, and in response to, social, political, economic, and cultural forces, resulting in a high level of complexity in relation to identity that Gonzalez identifies as problematic in the context of South Texas' conservative, far-right Republican Mayra Flores' recent election to Congress. 

Gonzalez raises the question of whether a "Latinx" or "Latino" electorate actually exists—even to the point of suggesting that there may be no "Latino vote," much less a "Latinx vote" in light of not only our diversity as a Latino community writ large, but also by a potentially false centering of it in places like South Texas where the electoral dynamics don't align.

My short answer to this question of whether a "Latino electorate" exists is that it does and it doesn't. 

It does to the extent that being "Latino," "Hispanic," "Latina," or "Latinx" correlates to such things as consumer and political behavior, as well as to language and cultural practices. A shared experience of subordination also promotes a sense of "we-ness."

It doesn't in the sense that ethnicity is also "situational," meaning that how one describes oneself varies by context. In spaces like a college campus or highly diverse urban contexts, it's easy to adopt pan-ethnic labels like "Latino," "Hispanic," "Latina," or "Latinx." It's further encouraged when one is in an ethnically mixed group of "Latinas" or "Latinos," consisting of Puerto Ricans, Mexicans, Cubans, Salvadoreans, and so on. However fraught (e.g., "Latinx"), pan-ethnic labels are inclusive terms that can easily straddle political party identification and views.

To be sure, pan-ethnic labels and identities can be different from how one regularly identifies or how one experiences or "feels" one's identity, including in instances like South Texas where race and ethnicity may be less salient than say, class, gender, sexual orientation, or generational status (immigrant or non-immigrant)—that can themselves also function intersectionally, or in tandem, while shifting in salience—at different times depending on context.

Many are quick to decry overarching labels and even question their validity, but for those situationally choosing such labels, this can facilitate navigating across diverse contexts and promote inter-ethnic solidarity. Without a doubt, these constructions are so powerful that they do have implications for how our multiple identities get formed and evolve over time.

But what about contexts like South Texas that are more homogeneous—in this case, "Mexican" or "Mexican American?" Clearly, ethnicity is experienced differently. The "other," isn't a white person, but rather an immigrant, foreigner, or outsider who may be viewed either in a competitive manner or with disdain, as Congresswoman Flores' winning rhetoric displays (e.g., read this New York Times piece titled, "The G.O.P.’s ‘Wildest Dream.")

Moreover, when everybody around you in South Texas is "Mexican," including all the candidates running for office, Gonzalez is correct to conclude that given the uniqueness of this context, a "blanket Latinx Outreach Strategy isn’t going to win over the Hispanic voter." Instead, an approach that is more situated in the lived experiences of the community holds much greater promise.

I don't think most South Texans are anti-immigrant, but many can be manipulated to be so with schools that don't teach that we didn't cross the border, but that the border crossed us instead. It's perhaps more probable that it's mostly not taught. Errors of omission in curriculum and pedagogy leave wide, gaping holes in knowledge and interpretation. And this is exactly what we're seeing—a filling in of that conceptual gap with a pernicious and harmful ideology.

For those with ill will, it's so convenient. The anti-immigrant, white supremacist trope of the "invading immigrant" who is "taking our jobs" maps onto fears about the economy, giving folks in South Texas and beyond a false sense of entitlement that translates into the scapegoating of so-called "immigrants" whose ancestors inhabited this continent before there ever was a border or a place called "Texas" or the "United States." 

This leaves the question of how to address Congresswoman Myra Flores' conservative views toward immigrants and immigration—especially considering that she herself is a Mexican immigrant? Clearly, she was either not educated or miseducated about the history of the border and her own people in San Benito High School that she attended upon migrating across the border to the U.S. What happened—or what didn't happen—when she thereafter went to South Texas CollegeProbably the exact same thing since our higher education institutions are also assimilationist and Eurocentric. 

It's amazing that any of us hold on to our languages and cultural integrity. And yet many of us do. In defense of our own humanity, we resist in the service of social justice.

This is not at all an insult but rather a statement of the status quo of our assimilationist education system that does not want us as Mexicans or Latinos to hold onto our identities. However, if we do manage to do so, the "next best thing" is for us to think negatively about them, where we unknowingly internalize and accept as truth the dominant views held toward minority (or minoritized) people, ourselves included.

All told, it's positive to have an expansive, open view of race and ethnicity precisely because this fosters an awareness of, and appreciation for, difference that welcomes curiosity, acceptance, and peaceful relationships. How can we be open to others if we are not first open to our own identities and selves?

Yes, Democrats absolutely do have a "Latinx Blind Spot." The first step in fixing this is to acknowledge how they, too, have been complicit in the creation of a system—especially an educational system—that engineered this from the get-go. This is exactly why we struggle for Ethnic Studies, including Mexican American Studies, alongside culturally relevant and sustaining curriculum and pedagogy in our schools. 

We have a human right to our ethnicity. All people do. 

Without such grounding, vacuums in identity exist that can and do get exploited—in this case, by the Republican party that's winning big on an ongoing political project of invisiblizing and eviscerating Latino culture and identity. Not that this project is ever fully realized, but rather that we are always positioned in vexed relation to the dominant culture that's pushing this. In short, this is actually not a "minority people's problem," but rather, a "white people's problem."

This project has definitely been a force in our history as Latina/o/x peoples, making many in our community vulnerable to rhetoric and ideologies that betray their origins and resonate with their fears—when there really is nothing to fear at all except fear itself, as John F. Kennedy once said.

Let's support the teaching of Ethnic Studies in our schools. Let's also continue challenging the attack on Critical Race Theory and our teaching of the truths of history. Let's widen the circle of citizenship so that all can benefit from the wealth and riches of our communities and country. 

Let's also vote this extremist Republican leadership out of power—and get reconciled to one another and the planet so that our children, grandchildren and great-grandchildren not only heal from the historic trauma of assimilation, but most importantly, love themselves. This will help them to also love the socially constructed "other," nurturing ways of knowing and being in the world where no one is scapegoated, "othered," or treated as "less than." 

Love is the answer. It always has been and will always be. It begins with us loving ourselves so that instead of hostility and division, we can engineer peace and prosperity.

Sí se puede! Yes we can! 

-Angela Valenzuela

#EthnicStudiesNow

Democrats Still Have a Latinx Blind Spot

The victory of the ultraconservative congresswoman Mayra Flores in South Texas shows what Democratic campaigns are doing wrong.

By Xochitl Gonzalez | July 12, 2022 | The Atlantic


Congresswoman Mayra Flores of Texas, with her family, after being sworn into Congress. (Brandon Bell / Getty)

Several years ago, shortly before the 2016 elections, I was having a drink with an acquaintance of mine, another Latino Brown alumni, who we’ll call Mando Gonzalez. Other than our last names and our Brown degrees, Mando and I don’t have much in common, but we hit it off at an alumni function and went on to get the occasional drink or coffee when we find ourselves in the same city. When the conversation turned to the election and how much Hillary Clinton needed the Latino vote, Mando said something that I found nearly blasphemous at the time, but that I’ve pondered since. I paraphrase, but he said: “There is no Latino vote; Latino identity is an invention of academia.”

His point, as he further explained, was that Latino-ness is something your kids “catch” when they go to college, like feminism. And not just any kind of college, but a predominantly white institution. Had Mando, the son of Mexican immigrants who was reared in a Spanish-speaking Los Angeles household, gone to, say, UCLA—a school with a 21 percent Hispanic population (about 6,600 students), and whose Chicano-studies program is nearly 20 years old—he would have likely emerged with a different worldview. Surrounded by so many other Hispanics of similar backgrounds, he argued, he likely would have just considered himself Mexican American. Mando felt that having the rarified experience of being part of a pan-ethnic Hispanic minority at a predominantly white institution is what gave the term Latino emotional and intellectual resonance. (To help paint a picture, Brown—by no means an outlier among the Ivies—boasts a 10 percent Latino enrollment rate, which is about 1,000 students. This number includes students from every Latino ethnic and geographic background that the U.S. has to offer.)

I found myself thinking of Mando this weekend while reading the recent New York Times coverage of Mayra Flores, the newly elected, ultraconservative congresswoman in Texas’s Rio Grande Valley. I was wringing my hands the whole time, yet I was also utterly unsurprised. I wasn’t surprised that Flores and other conservative Latinas’ success in running for office has largely been fueled by the power of Latina political organizing—something the Hillary Clinton campaign tried to tap into as well. I also wasn’t surprised that Flores’s simple slogan, “God, Family, Country,” was persuasive; it clearly reflects the values of a certain slice of her predominantly Mexican American, pro-law-enforcement region of South Texas.

But here’s what had me wringing my hands: I could very easily see that slogan having appeal in pockets of Florida, Arizona, Central California, and even parts of New York. As we watch this Hispanic drift toward the GOP, I wonder: What, exactly, are Democrats offering “Latinx” voters? (Indeed, that very language is somewhat polarizing, as just 3 percent of the Hispanic population uses the term, but that’s a newsletter for another day.) What, beyond the blanket and possibly patronizing presumption that Latino voters all see themselves as people of color and therefore are voting against their own interests by voting Republican, is being offered up? Or, to return to Mando’s take, how do you make a compelling case for voting around Latinx identity politics when only a micro-segment of the population feels an emotional tether to that identity? In a community like Flores’s, which is overwhelmingly not just Hispanic, but Mexican American, what aspect of a pan-ethnic identity do voters there connect with? Do they connect with such an identity at all?

Personally, getting to college and finding a Latino community was a salve for me. I am of mixed Puerto Rican and Mexican American heritage; I spent my school years in Brooklyn and the summers in Northern California with my paternal grandmother. No single identity felt fully correct, and at that time it didn’t matter, because in the streets of Brooklyn, you were just “Spanish.” When I got to college, the term Latino, which spoke to my own pan-ethnic identity, felt like a comfortable identity to embrace. (I preferred it to Hispanic, which, in my opinion, put the colonizer in the center of our experience.) Away from my family and home and with such a small group of us on this largely white campus, the Latino community became my family. I learned how to cumbia from my Colombian friends, perfected my bachata with my Dominican ones, and developed a familiarity and affection for the cultures of many other ethnicities and experiences that comprise what we think of as Latinx in the United States. (While I tend to use the terms interchangeably, I personally prefer LatinLatine, or Latinx, in a sign of respect for my gender-nonbinary brothers and sisters out there, although I also understand the resistance.)

My experience is rare. Going away to college is what gave me access to Latine diversity, yet only about 16 percent of Latinos have college degrees. (Again, a gap that merits its own post.) Within that group, students are overwhelmingly attending local community colleges, state schools, and regional private, often religious, institutions, with majority minority or Latinx populations. Couple that with the sheer fact that nearly 72 percent of Americans live near where they were born and raised; that number includes Hispanic Americans, who traditionally have gravitated to certain regions and areas based on ethnicity. What we can extrapolate is that most Hispanic Americans are living a highly specific, regional experience of their identity. Even among college-educated Hispanics, the pan-ethnic experience that made Latino identity into more than just a demographic term for me is not a universal one.

Maybe Mando was right. Yes, part of the Democrats’ problem with the Latino vote is their laziness in failing to look at the regional cultures and concerns of the Hispanic electorate and tailoring their messages to that (or their refusal to even use the terminology most Hispanics prefer). But I believe it’s also, as David Shor has pointed out, a blind spot that Democratic campaigns have developed, in which they over-index the worldview and experiences of the college graduate. As Shor’s theory was paraphrased in Politico:

Although young people as a whole turn out to vote at a lower rate than the general population, the aforementioned type of young person is actually overrepresented within the core of the Democratic Party’s infrastructure. According to Shor, the problem with this permanent class of young staffers is that they tend to hold views that are both more liberal and more ideologically motivated than the views of the coveted median voter, and yet they yield a significant amount of influence over the party’s messaging and policy decisions. As a result, Democrats end up spending a lot of time talking about issues that matter to college-educated liberals but not to the multiracial bloc of moderate voters that the party needs to win over to secure governing majorities in Washington.


In my experience volunteering in politics, this holds true for the young Latinx movers and shakers seeking to make a mark in politics as well. A quick search of “emerging leaders” celebrated by the Biden administration last Hispanic Heritage Month reveals a talented bunch of young staffers, all of whom, as expected, have four-year degrees, many from elite, predominantly white institutions, where I would imagine they, like me, found some comfort in their pan-ethnic Latino communities. But their reality is not reflective of the reality of Mayra Flores’s constituents, many of whose families have lived in the Rio Grande Valley since before it was Texas, and the majority of whom are Mexican American.

When every candidate on the ballot is Mexican American, what matters to voters is not an allegiance based on identity, but which candidates’ values (God, family, country) are aligned with their own. I don’t know what the midterms will hold, and I can’t even wrap my head around the 2024 presidential race, but what I can tell you is that any candidate who comes out with a blanket Latinx Outreach Strategy isn’t going to win over the Hispanic voter.

 

Thursday, April 08, 2021

Intellectual Powerhouses Unite to Support TX Ethnic Studies Bill as it goes to a Public Education Hearing

Friends and Colleagues:

Happy to share this press event organized and posted on Youtube by Librotraficante Tony Diaz last Monday that  focuses on Ethnic Studies Bill HB 1504 co-authored by Christina Morales (D-Houston) and Alma Allen (D-Houston). HB 1504 allows for African American and Mexican American Studies to count toward high school graduation—as well as Native American Studies and Asian American Studies once these get aligned to state standards. To take a look at the bill itself, check out my earlier post titled, Rep. Christina Morales files Ethnic Studies Bill 1504 that links Ethnic Studies to High School Graduation

Though on short notice, a few of us appearing in the photo did get the chance to testify last Tuesday, namely,Tony Diaz, Lucero Saldaña, Maria Unda, Alexzandra Roman, Ron Castro, and myself. Thanks to all who supplied written testimony.

If you wish, you can also listen to our testimonies here at 2:09-2:37. I think we did a great job if may say so myself.

The bill is currently pending in committee. We must apply pressure. Call and email house members telling them to vote in favor of this bill. Great job, everybody!

-Angela Valenzuela




Monday, April 05, 2021

Opinion: Mexican American and African American studies should count towards graduation in Texas by Rep. Christina Morales

Praise to Texas State Rep. Christina Morales (D-Houston) for leading on Ethnic Studies for the state of Texas. Her own personal story published by the Houston Chronicle that she shares below is compelling. We should all know our history and experience pride in forming part of the grand American story.

Ample qualitative and quantitative evidence exists that demonstrates strong positive, and consistent academic benefits of Ethnic Studies for all children and students to succeed in school, regardless of ethnicity. If our students succeed academically, increasing achievement and graduation rates as credible data have shown, our children's futures hold enormous promise.

Since Fall 2020 and Fall 2021, Mexican American Studies and African American Studies, respectively, were being taught in Texas schools as elective courses. In 2018 and 2019, respectively, Mexican American Studies and African American Studies additionally met unanimous approval by the Texas State Board of Education (SBOE) as TEKS-aligned courses.

By this, we mean that the process of standard-setting has taken place and these are already full-fledged courses in state curricula. Two additional Ethnic Studies courses, namely, Native American and Asian American Studies, are in the process of getting TEKS-aligned.

Now it's time to make Ethnic Studies count toward high school graduation. Join us for a conversation this PM on Facebook Live to get additional details pertinent to the bill and how to support this truly historic effort.

-Angela Valenzuela

Opinion: Mexican American and African American studies should count towards graduation in Texas


A detail of new mural titled "Mexican-American History & Culture in 20th Century Houston" by artists Jesse Sifuentes and Laura Lopez Cano in Sam Houston Park on Thursday, Sept. 6, 2018 in Houston. The mural features contributions and significant figures in Houston's Mexican-American history.

Elizabeth Conley, Houston Chronicle / Staff photographer


I am blessed to know my history.

My grandfather attended a segregated school. My grandmother remembers a park in San Antonio with a sign that read “no dogs or Mexicans allowed.” We have come a long way since then, but there is still so much work to be done. Knowledge of my heritage helped me become a leader and play a role in making Texas a better place.

That is why I am introducing a bill in the Texas Legislature to award full credit to high school students for ethnic studies courses and count them towards their graduation requirements. Texas youth deserve to know their history.

When my grandparents moved to Houston in 1931, they moved to Second Ward, which we lovingly call “Segundo Barrio.” There they found the neighborhood with the highest concentration of Latinos, mostly Mexican and Mexican American. This is where they would later open “Morales Funeral Home,” the first Latino-owned funeral home in Houston, and then a cemetery. The funeral services they provided to families were filled with compassion and provided everyone during their time of mourning with recognition and respect for their Mexican heritage.

In 1950 they opened Radio Station KLVL — “La Voz Latina.” For many years, it was the only Spanish language radio station on the Gulf Coast. The radio station was not only a form of entertainment, but it provided news, weather, job listings and talk shows where community members could call in and share accomplishments, celebrations and tragedies. Just imagine being in a foreign country and unable to speak the language. How would you know if a hurricane was coming? How would you find a job? Our history was not taught in schools, seen on TV or celebrated, so how could you remember your heritage, tradition and shared history?

In the years since, commerce blossomed, families thrived, and Segundo Barrio and Houston grew as the Latino population significantly increased.

Now there are many Latino funeral homes and Spanish radio stations across the Houston area. Latinos have grown exponentially in our city and in our state. Our history and contributions, however, are not regularly recognized or celebrated outside of our neighborhoods or the households where families share their customs.

I feel fortunate to be a part of the history of Segundo Barrio. I see our family’s name on our building every day.

I see our family’s name honored in El Paseo Del Segundo Barrio in Guadalupe Plaza Park.

I can hear my family’s last name ring out in the Texas Capitol when I am called as a Texas state representative. I will carry out my family legacy of giving back by championing this ethnic studies bill so that students from our neighborhoods, our cities and our towns can see their family’s contributions in their textbooks, in their curriculum and in their classrooms. This is the Texas-sized version of history that helped create this great state, and we are poised to share it in high schools from Houston to El Paso.

Texans have already united to bring this history forward, and it is time to celebrate its richness to the fullest.

Republican and Democratic Texas State Board of Education representatives voted unanimously to approve Mexican American Studies in 2018 and African American Studies in 2019 as electives.

Now, we must take the next step.

These powerful courses are only offered as electives, relegating our history to second-class, extra or something to overlook.

That is why, according to the Texas Education Agency, just over 1,400 Texas students were able to take Mexican American studies, and less than 100 were able to take African American studies in the 2019-2020 school year.

I am submitting a bill to change that.

My bill would allow African American Studies and Mexican American Studies courses to count toward high school graduation requirements. These courses currently lack this critical designation. This change would encourage school districts to invest in the teachers, staff and resources to teach these courses long-term. Most importantly, this change will make our history count.

It would also inspire scholars and activists to develop the curriculum for the approval of further ethnic studies courses, including Asian American and Indigenous American studies. Activist, scholars and elected officials have included both of these disciplines since advocates began championing this new era of ethnic studies.

Study after study confirms that culturally relevant courses bridge the educational divide. The Cabrera Study provided this information at the Arizona Supreme Court and was pivotal evidence in overturning the state’s ban of Mexican American Studies. Now, we must unite so that every district benefits from the richness of these courses. This is especially important in the post-George Floyd era where so much attention is focused on dismantling structural discrimination that permeates our lives.

Culturally relevant courses go far beyond the classroom in cultivating a generation of leaders who will diffuse cultural conflicts early on. These same thinkers can also build a Texas where all our contributions are recognized, respected, and celebrated.

Please join me in delivering a Texas-sized history for all our youth and their families.

Morales represents District 145 in the Texas House of Representatives.


Wednesday, November 18, 2020

'Never Without a Fight': How Texas Has Stood Up for Ethnic Studies, by Maribel Falcón in Remezcla

So happy to come across this piece in Remezcla by Maribel Falcón—a graduate student at the University of Texas and very talented graphic artist. Reading this and seeing how far we in the Ethnic Studies Movement have come in Texas encourages and inspires me all over again.  

Without a doubt, this is the most comprehensive news coverage and analysis of our struggle to date. Great job, Maribel!  Thank you so much!

-Angela Valenzuela

'Never Without a Fight': How Texas Has Stood Up for Ethnic Studies



Remezcla.com | by Maribel Falcón, May 18, 2020

Ethnic studies have never been granted to us without a fight.

From the late 1960s to now, students and educators have slowly seen the implementation of ethnic studies courses at the college level and in some places, high school programs.

"For all people, as with individuals, the time has come when they must reckon with their history."

That opening line to El Plán de Santa Barbara was released just 50 years ago and is considered the foundation of what is today Chicano/a Studies, yet the words continue to resonate with all ethnic groups. However, a K-12 ethnic studies curriculum isn’t yet a priority across the board. That’s set to change, though, as states like California and Texas add the option for ethnic studies courses—a win achieved through extensive community organizing and political activism.

In 2010, the State of Arizona caused a shock throughout Latino/a communities when it passed the notorious Senate Bill 1070 (otherwise known as the show me your papers law). That decision led to a domino effect of racism that reached public education. Local and state wide politicians started a campaign to abolish the Mexican American Studies program at Tucson Independent School District, despite proof of success. Republicans were able to eliminate the program in 2010 by passing HB2811 and withholding state funds. Their victory was short lived, however. In 2017, a federal judge ruled the law unconstitutional and motivated by “racial animus.”

Illustrated by Zeke Peña for Remezcla



The traumatic process of restricting ethnic studies education set an alarming cry to the entire Latinx community. That moment provoked Texas community organizers and educators to make sure their home state did not follow suit.

Meanwhile, Republicans on the State Board of Education at home attempted to rewrite the social studies curriculum standards. They pushed for American individualism, downplayed slavery and attempted to erase people of color’s contribution to history. The 2012 Texas Republic Party platform stated that the “current teaching of a multicultural curriculum is divisive,” though their claims were unfounded.

The statement was followed by legislative action.

In 2013, then State Representative (now Lieutenant Governor of Texas) Dan Patrick proposed SB 1128, a bill which would have effectively limited ethnic studies courses in universities and community colleges. The bill never progressed, but it did expose their agenda.

Despite ongoing opposition by conservative lawmakers, ethnic studies has continued to develop as a field.

They pushed for American individualism, downplayed slavery and attempted to erase people of color’s contribution to history.

 



In Texas, a unique strategy by organizers and educators gained the approval of ethnic studies by the Texas State Board of Education (SBOE). The SBOE is made up of 15 members elected by their local regions. They meet four times a year and set the standards for Texas public schools. With their approval, students, teachers and educators can now push their school to offer ethnic studies as an elective.

Prior to that, individual school districts like the Houston Independent School District had already started offering the courses successfully. However, without standards set by the SBOE, it was difficult for teachers across the state to obtain resources and approval to implement the courses in their school districts. Educators and members of the National Association of Chicano/a Studies (NACCS) Tejas Foco Pre-K to 12 committee were instrumental in pushing for the approval of ethnic studies.

Illustrated by Zeke Peña for Remezcla


In 2014, in response to a polarizing political environment in education throughout Texas and Arizona, the NACCS Tejas Foco PreK to 12 committee made a specific request to the SBOE to include Mexican American Studies (MAS) as an approved elective. It was a bold move that attracted strong allies. SBOE member Ruben Cortez Jr. formally introduced it as an agenda item to the board. In this meeting, the board denied the request. However, seeing that there was a need for resources, the board set out a call for textbooks that could apply to the ethnic studies course curriculum.

Texas is home to 5 million students and over 1,000 public school districts. Being such a large state, the choices made for the Texas public education system sets a standard across the United States, especially for textbooks.

One book that was formally presented to the state board caused academic outrage. The book, “Mexican American Heritage,” was by a former SBOE member, Cynthia Dunbar. An ad hoc committee of professional educators evaluated the book using standards set by the American Historical Association. Despite obvious factual errors, they found that the authors of the book “failed to engage in critical dialogue with current scholarship and, as a consequence, presented a prolific misrepresentation of facts.”

The choices made for the Texas public education system sets a standard across the United States, especially for textbooks. 

Community uproar combined with expert research could not be

refuted and, after much public testimony, the SBOE rejected the textbook. Instead, the board voted to approve MAS as an elective. However another conservative SBOE member, David Bradley, objected to “hyphenated Americanism” and the course was approved as Ethnic Studies: Americans of Mexican Descent. That name, of course, did not go over well.

Again, organizers had to react to their adversaries. Even if the course was approved, what would that mean if the name was offensive to the community it was meant to serve?

Community members across the state, once again, organized to make it right. The dread of community outrage at yet another SBOE meeting, caused members to hesitantly consent to their demands by voting to change the name back to its formal name as a field of study—Ethnic Studies: Mexican American Studies.

According to 2018-2019 data, Latinx students accounted for the largest percentage of total enrollment in Texas public schools at 52.6%. Meanwhile, the State of Texas loses 11 students to dropout every hour—that’s 1 out of every 5 students with Black and Latino/a students being more than twice as likely to not graduate.

The good news is, research shows that students who take culturally relevant courses are more likely to be engaged with their education than those who do not. With that in mind, educators and community organizers in Texas worked hard to push the effort forward.

The State of Texas loses 11 students to dropout every hour—that’s 1 out of every 5 students with Black and Latino/a students being more than twice as likely to not graduate. 

 


One of the key leaders in this movement is renowned author and educator Dr. Angela Valenzuela who serves as the director of the Texas Center for Educational Policy at the University of Texas at Austin. She argues in her most recent work that, throughout this process, the NACCS Foco Pre-K to 12 committee “side steps the colonial matrix of power”—which she defines as consisting of the Texas State Board of Education, the Texas State Legislature and large corporate interests in education.

“Organizing is key. Working as a collective is key,” she stated when asked about what led to their success. “What folks need to know is that when they want to accomplish something, they need to work in concert with each other. For this to happen, it takes a lot of trust. And trust is something that we built up over many months and years that we convened to address our absence in the curriculum. Many in the organization were already friends through NACCS national and so there was a solid root of not only scholar-activist identities, but friendship, as well. Working like family is what made, and continues to make us powerful.”

The good news is, research shows that students who take culturally relevant courses are more likely to be engaged with their education than those who do not.

 



National organizations like the NACCS were vital in providing the foundation for community amongst the movement’s organizers. Several representatives from the Texas Legislature and other affiliated organizations such as the Latino/a Education Task Force, the Mexican American Legislative Caucus, the Senate Hispanic Caucus, House and Senate Democratic Caucus and the Legislative Study group aided the effort by publishing supportive policy agendas and writing official letters of support for the course. State universities, like the University of Texas at Austin and the University of Texas at San Antonio along with community colleges like Palo Alto Community College in San Antonio, were also instrumental in providing resources and support for the organizers.

Tony Diaz, founder of Librotraficante, is a key organizer in the movement and notes that it is the community’s cultural capital that has made this effort succeed. Their community-focused organizing was extensive in all major Texas cities, including all day arts and cultural events, poetry readings, pláticas and more. Their political activism was well organized and also state-wide. Strategic use of social media, informational websites and traditional print sources and radio programs were also utilized in informing the public about this issue. All this worked together to push this effort forward. Though this list is not exhaustive, as with any major victory, there are countless community members who dedicated endless hours of labor and love to the cause.

Now that Mexican American studies is approved by the Texas State Board of Education, what’s next?

The growing Texas Latinx population will reportedly outnumber white residents and shows the most increase amongst its younger population. This means upcoming generations of Latinx students have the opportunity to take culturally relevant courses, and see themselves reflected positively in their textbooks. Several of the existing MAS courses offered by school districts also allow for the elective to count towards college credit—which is yet another incentive for students to take the course.


Ethnic studies courses benefit teachers as well. The elective course encourages teachers to incorporate creative ways of critically engaging students with the curriculum. For community minded educators, this means introducing the work of local artists into their lesson plans. A method educator Celinda De La Fuente uses in her Mexican American Literature class. De La Fuente teaches at her alma mater, John Jay High School in San Antonio, Texas, and is a graduate of the UTSA Mexican American Studies Teacher’s Academy. When asked about this experience teaching, she stated,


“Of course I teach them what I am supposed to teach. But then I bring other pieces that can connect to the themes, like Amalia Ortiz who is here in San Antonio. She has a book of poetry called Rant. Chant. Chisme. and I brought in a poem called ‘Colors’ that is about the San Antonio West Side and I let them know that. As they are reading it they say ‘oh this is about us, she's talking about us.’ and they truly appreciated that poem. So when I bring in other poetry written by Chicanx authors, they really have more appreciation for it. It’s almost like a reverence,” De La Fuente states.


Of course, not everyone in the class is Mexican and folks respond to the content differently.


“At first they were like ‘I’m not Mexican, why am I reading this?’ and I said, think about your own culture, how does this relate to it? I had to ask that question and then they understood,” she said. “I tell them that everyone has a story, everyone has a narrative. What’s yours? History and literature are related—you can't have one without the other. If I wasn’t an English teacher, I’d be a history teacher… We talk about the different types of history. In my class I'm gonna talk about African American history, I’m gonna talk about the Japan concentration camps, I talk about all these different things depending on what we are reading and how the walks are very similar.”

Texas is setting an example in public education by offering students the opportunity to learn about the shared struggles and victories between people of color and thus, enriching the education of new generations to come. 

Ethnic studies does not end with Mexican American studies, as thi

SBOE approval has opened up possibilities for additional courses to be approved. In September 2019, the board began to discuss African American studies based on the curriculum set by the Dallas Independent School District and on April 17, 2020 in a unanimous vote, the Texas State Board of Education approved African American studies. Now Texas students can take a second ethnic studies course beginning in the 2020-2021 school year and it doesn't stop there. Native American studies is also on it’s way to be proposed and ultimately approved by the SBOE. In these courses, Texas is setting an example in public education by offering students the opportunity to learn about the shared struggles and victories between people of color and thus, enriching the education of new generations to come.


Saturday, October 03, 2020

Reclaiming Schooling/ Recuperando la Eseñanza: Radically Reimagining the Work of Education by Angela Valenzuela, Ph.D.

Free and Open to the public. I am very honored to be this year‘s Richard T. Castro Distinguished Visitng Professor at Metropolitan State University in Denver, Colorado. 

As you can see from my schedule below, my public speaking takes place across the two days of Wednesday, October 7 and Thursday, October 8.  GO TO THIS PAGE TO VIEW THE ENTIRE EVENT.

On Wednesday evening, I will be accompanied by members of Nuestro Grupo here in Austin, Texas, that organizes the activities of Academia Cuauhtli, our Saturday school that is itself a cultural and linguistic revitalization project.  

In addition, Texas State University Curriculum & Instruction Professor Dr. Chris Milk—who works closely with our Austin Independent School Bilingual/Dual Language teachers that teach in our academy—will provide a professional development opportunity for community members, students, and faculty in the School of Education at Metropolitan State University

The following day on Thursday from 12:00- 1:30 p.m. CST, I will deliver a keynote that addresses the idea of Ethnic Studies and Liberating Ways of Knowing that builds on my presentation from the evening before.

Muchísimas gracias! Many thanks to Associate Professor of Chicana/o Studies Dr. Chalane Lechuga for making this possible. I am deeply honored to have been selected as this year's Richard T. Castro Distinguished Visitng Professor. 

-Angela Valenzuela


Reclaiming Schooling/ Recuperando la Eseñanza:

Radically Reimagining the Work of Education

Angela Valenzuela, Ph.D.


In 1969, Chicana/o students marched out of West High School in Denver, Colorado, demanding changes to the public school system, including an increase in educational opportunity, the inclusion of Chicana/o culture, history, and perspectives in the school curricula, an increase in Chicana/o teachers, and relief from the racism that they experienced in school.


Forty-one years later and in the midst of a global pandemic, Chicana/o/x and Latina/o/x communities continue to negotiate inequitable conditions in schools compounded by the current social and political climate that has brought educational inequities into sharper focus. Yet, in the face of this adversity, just as Chicana/o communities did forty-one years ago, Chicana/o/x and Latina/o/x communities today are resilient and strategic in the ways that they negotiate these new barriers and actively work to dismantle long-standing systemic inequities. 


Richard T. Castro Distinguished Visiting Professorship welcomes, Dr. Angela Valenzuela. 


Dr. Valenzuela has a long history of research and teaching in the sociology of education, minoritized youth in schools, educational policy, urban education reform, culturally relevant curriculum, Ethnic Studies, and Indigenous education. Her foundational book, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, carefully documents how schools “…rather than functioning as a conduit for the attainment of the American Dream, subtract resources from Mexican youth.”  This work along with numerous other publications, including her most recent publication, Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth, has culminated in the co-founding and directing of Academia Cuauhtli, a partnership-based, community-anchored Saturday school that centers Mexican American and Indigenous knowledge and has had district-wide positive impacts in Austin, Texas. 


Valenzuela differentiates between education and the form it often takes, schooling. Schooling processes that lack the critical aspects can divest Chicana/o/x and Latina/o/x students of their cultural wealth and lead to alienation, disengagement, and lack of academic success.  Chicana/o/x and Latina/o/x communities deeply value education and all the possibilities of its promise.  Thus, the theme of this year’s professorship asks us to reflect on the ways that Chicana/o/x and Latina/o/x communities have reclaimed and continue to reclaim schooling to radically reimagine the work of education. 


RSVP FOR THE CASTRO EVENT


Schedule of Events

All events will be virtual


 

Wednesday, October 7, 2020

Re-centering the Identity, Knowledge, and Literacies of Latinx Youth

5:00 p.m. - 7:30 p.m. MST / 6:00p.m.-8:30p.m. CST




Please join us for a professional development session for students, student teachers, educators, and community featuring Dr. Angela Valenzuela and Dr. Chris Milk of Academia Cuauhtli. Rooted in the development of Academia Cuauhtli, a Saturday school in Austin, Texas that offers Mexican American Studies and Tejano history and culture in Spanish to 4th graders from Sanchez, Metz, Houston, Perez and Zavala Elementary Schools, this session will challenge hegemonic practices, knowledge production and literacy in schools. By centering the experiences of Latinx students in spaces where they have historically been ignored and silenced, Dr. Valenzuela and Dr. Milk will inform how we can shift our classroom practices to elevate Latinx youth, family, and community knowledges to academically support and enrich student learning. 

 

Thursday, October 8, 2020

Welcome and Keynote Address

11:00 a.m. - 12:30 p.m. MST / 12:00 p.m. - 1:30 p.m. CST

  



Thursday, October 8, 2020

Community Discussion: Reclaiming schooling through the transformational work of ethnic studies

5:00 p.m. - 7:00 p.m. MST / 6:00p.m.-8:00 p.m. CST



Ethnic Studies emerged out of the 1960s civil rights movement and demands from students of color for better access to higher education, the inclusion of their history, culture, and perspectives in the school curricula, an increase in professors of color, and the implementation of ethnic studies programs that centered the interdisciplinary study of race, ethnicity, and Indigeneity (Hu-DeHart, 1993). Since then, ethnic studies programs have proliferated across the country and into K-12 curricula with many states now requiring ethnic studies to graduate from high school.  Research has documented the powerful impact of ethnic studies on school engagement and connection, retention, and ultimately graduation.  Moreover, ethnic studies foster critical thinking and on “students’ understanding of and attitudes about race and/or people who differ from themselves” (Sleeter, 2011). Please join us for a community panel discussion on the transformational work of ethnic studies.   

  


Thursday, October 8, 2020

Closing Virtual Happy Hour

7:00 p.m. - 8:00 p.m. MST / 8 p.m.-9:00 p.m. CST