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Showing posts with label Anibal Quijano. Show all posts
Showing posts with label Anibal Quijano. Show all posts

Monday, June 06, 2022

Uvalde Police Officers, Middlemen Minorities, and the Coloniality of Power: Deepening the Analysis

To Dr. Emilio Zamora's point in his recent reflection posted on Monday to this blog and now appearing as an op-ed in Sunday's Austin American-Statesman that was based on our weekend trip to Uvalde, we must consider the wider social context in order to more fully understand how mostly-Mexican Uvaldeans already suffered from pre-existing social trauma and subordination even before the deadly shootings of May 24, 2022. This is precisely the focus that Neil Meyer, writing for the Washington Post, describes below.

I take this opportunity to deepen the analysis. 

"Colonialism"—or to borrow from Quijano (2000), the "coloniality of power," or Valenzuela's (2019) "colonial matrix of power"—capture the sociopolitical dynamics at play characterizing so much of what Texas IS for people of color under white settler colonialism. This is hardly hyperbole, but rather a lived experience under white supremacist patriarchy that helps explain the NRA's stranglehold on the Republican Party.

Upon reading Meyer's piece and critically consuming vast amounts of news media and seeing how ignorantly and dismissively Uvalde is portrayed, it's time to resurrect not only these concepts of coloniality, but also the notion of "middleman minorities" as coined by Blalock (1967) and theorized by University of California Riverside sociologist Dr. Edna Bonacich (1973) in her classic piece titled, "A Theory of Middleman Minorities.

Such minorities are the entrepreneurs and middlemen who play an intermediary role between dominant and subordinate groups in society. Their clients or customers are most often members of marginalized racial/ethnic groups that are themselves living lives that are separate from the dominant group (or groups) in power that we may also understand as the white power structure that includes Eurocentric school curriculum.

The images we are seeing on the news every day speak to this dynamic of coloniality that very much convey not solely the history, but also the contemporary circumstance, of living under white supremacy in Texas. For example, read this May 27, 2022 El Paso Times piece by Martha Pskowski andNicole Foytitled, "Uvalde school shooting, Mexican-Americans fought for decades to improve school system). But for the coloniality of power, just struggles like this shouldn't take decades.

A larger point is that just because we're seeing brown faces on TV among the Department of Public Safety police and immigration officers in leadership positions or a Latino 18-year old who committed this horrible atrocity against children, doesn't at all mean that white supremacy isn't at play. After all, we are still talking about a white power structure and its ideologies that systematically promote racial ignorance and self-hatred that minoritized youth experience in the form of internalized racism or oppression. 

For more understanding of internalized oppression, I encourage you to read one of my published pieces along these lines titled, Uncovering Internalized Oppression. You can read it online in an excellent anthology by Mica Pollock (2008) titled, "Everyday antiracism: Getting real about race in school.

To wit, at the grassroots level here in Austin, locals refer to UT-Austin as "the plantation," an organic term that reflects locals' relationship to the powerful, exclusionary class the UT symbolizes. Not that we're not becoming more diverse, but rather that Austin youth are not getting into UT according to numbers suggesting greater parity and opportunity that living in Austin would seem to warrant. Similarly, Uvalde is also a "plantation," if you will, a hierarchy with deep roots in Juan Crow segregation and racism in West Texas. 

While the "man" in "middleman" needs to get updated as a term to current gender-conscious standards, it nevertheless turns out that what we largely see is indeed mostly Latino males holding power in these self-policing spaces. As middlemen minorities, their job is to control their own people, reifying time-honored patriarchal, masculinist identities that get casually reinforced and mystified as "Wild West mythology" as noted by Meyer.

THIS is what those opposing the so-called teaching of CRT in schools don't want you to know—even when the evidence before our very eyes is a flashing neon sign.

-Angela Valenzuela, Ph.D.

#WeAreAllWestTexas


References

Blalock, H. M., Jr. (1967). Toward a Theory of Minority Group Relations. New York: John Wiley.

Bonacich, E. (1973). A theory of middleman minorities. American sociological review, 583-594.

Pollock, M. (Ed.). (2008). Everyday antiracism: Getting real about race in school. The New Press.

Quijano, A. (2000). Coloniality of power and Eurocentrism in Latin America. International Sociology15(2), 215-232.

Valenzuela, A. (2019). The struggle to decolonize official knowledge in Texas’ state curriculum: Side-stepping the colonial matrix of power. Equity & Excellence in Education52(2-3), 197-215.


I’m from Uvalde. I’m not surprised this happened.

By 
May 29, 2022 at 1:42 p.m. EDT | Washington Post
President Biden pays his respects at a memorial outside Robb Elementary School in Uvalde, Tex., on Sunday. (Dario Lopez-Mills/AP)
From: THE WASHINGTON POST

OPINION: I’m from Uvalde. I’m not surprised this happened.

By Neil Meyer

May 29, 2022 at 1:42 p.m. EDT
Neil Meyer, a retired lawyer, is a fifth-generation Texan. He now lives in Bethesda.
I was born in Uvalde, Tex., lived there recently and love its complex history and people. Like most, I’ve been struggling under the weight of grief to understand the violence that left 19 children, two teachers and a young killer dead last week. But I’m not surprised.
First, you would be challenged to find a more heavily armed place in the United States than Uvalde. It’s a town where the love of guns overwhelms any notion of common-sense regulations, and the minority White ruling class places its right-wing Republican ideology above the safety of its most vulnerable citizens — its impoverished and its children, most of whom are Hispanic.
Second, at news of the shooting, I was struck to hear the words “Robb Elementary” because I knew of its centrality to the struggle in Uvalde over the past half-century to desegregate its schools. Robb sits in the city’s southwest quadrant. So I knew the victims of the shooting would largely be Hispanic. They have been locked into that school for decades.
In Uvalde, simply put, everything north of Highway 90 is primarily White Republican, and everything south is mostly Hispanic Democrat. The city has about 15,000 residents; more than 80 percent identify as Hispanic or Latino.
Most of Uvalde’s political leadership and the heads of the largest employers are White. At the center of town on the courthouse grounds, you’ll find a monument to Jefferson Davis, the Confederate president — installed when the Ku Klux Klan dominated Uvalde politics. (Some of us tried to get the monument removed after the murder of George Floyd, but that’s a story for another day.)
When I heard reports about the shooter, a young Latino, I winced at the reflexive disclaimer that he wasn’t an “illegal immigrant.” It wasn’t surprising to learn that he was bullied for a speech impediment, may have come from a broken family struggling with drug use and had experienced problems in school. Drug use plagues the city, and the courts struggle under the weight of young people’s encounters with the legal system. About 1 in 3 Uvalde children live in poverty.
The killer allegedly bought his guns at the Oasis Outback, a popular lunch spot for wealthier Uvaldeans, known for its large buffet, hunting supplies and gun shop. On most days you’ll also see groups of Border Patrol agents and local law enforcement there. It’s a monthly meeting place for groups such as the Uvalde County Republican Women, whose Facebook page includes posts decrying “the border invasion.” The Oasis reflects the establishment’s deep cultural reverence for guns, hunting and the Wild West mythology. I wasn’t surprised that an 18-year-old could walk in and easily buy tactical weapons without anyone being concerned.
I wasn’t surprised to see the Republican panel of politicians at a news conference the day after the shooting, almost all White and in top positions of power in the community and the state, taking the lead. In Uvalde, the custodians of order — the chief of police, the sheriff, the head of the school district police — are Hispanic, but here they were largely silent. Unsurprisingly, they now bear the primary blame for the disastrous response at the school.
Finally, I wasn’t surprised to see victims being flown to San Antonio for treatment. The Uvalde hospital was converted in recent years to a critical access facility, limiting its number of beds. The hospital benefited financially, but many residents seeking health care must now travel to distant locations. The negative impact on a community with high rates of poverty — families who can’t afford this burden — is obvious.
President Biden and the first lady visited Uvalde on Sunday to offer comfort to the families of victims at Robb. But Uvalde and other towns like it need more than comfort — we need to know that American leaders will take the overdue steps necessary to keep these communities safe.
Let’s start with banning assault weapons and limiting young people’s access to firearms. The freedom to own weapons that facilitate mass murder is less important than the safety of our children, they’re not needed for hunting, and they don’t need to be sold to 18-year-olds. Most Americans and many Texans agree, despite the rhetoric of Republican leaders.
Let’s also recognize that Uvalde has a sufficiently large law enforcement presence, between the police department, the sheriff’s office, the Texas Department of Public Safety, the Texas Rangers, Customs and Border Protection and the FBI. We won’t succeed in creating “hardened targets” by arming teachers and other civilians.
Finally, the social conditions that gave birth to deadly violence and the killer’s mental condition can be addressed through our support of community organizations, health-care systems and schools — by supplying resources and legal avenues to identify and deal with emerging threats such as the one posed by this young man.
The deaths at Robb Elementary were predictable and avoidable. Uvalde, the state of Texas and the United States of America failed the children and teachers who died there. We owe it to their memory and to current and future generations to avoid yet another, similar tragedy.


Sunday, October 23, 2016

My thoughts on "Another Victory for Mexican-American Studies in San Antonio" by Angela Valenzuela

This story by San Antonio educator, writer, and activist, Léo Treviño, is about the exercise of political power and how it makes a difference.  Just like the highly contested struggle against the racist textbook by Jaime Riddle and Valarie Angle currently underway, this story is also about the San Antonio Mexican American community exerting its political power. 

Note:  While I was originally concerned about this report using the Mexican flag on its cover as a way to possibly send a mixed message and stoke nativist fears, I grew less concerned when I looked up the Rivard Report that published this out of San Antonio.  Whereas nativist and some colonized Mexican Americans themselves could still scream about this, the intention appears otherwise. Good.  Now I can move on.

There is much to learn from this story about Mexican American Studies (MAS) that recently came under fire in the Alamo Community College District (ACCD) that you can read more about here.  This struggle for MAS simultaneously underscores community struggles for inclusion in the curriculum, as well as the larger politics of education that are required in order for political minorities—beyond the imperative for curricular inclusion that demographic growth would seem to imply—to achieve substantial voice and presence in the college-level, curriculum.

As with any group and as captured in this piece, the Mexican American experience is so vast that it expands far beyond its traditional boundaries of Mexican American history and literature.  Yet, even this expansion of the curriculum requires an exertion of power with respect to the wishes and preferences of a community for whom one would think in 2016, such matters would not even be an issue.

To draw from Paolo Freire, in the best of worlds, we educate not to domesticate, but to liberate.  My own motivation for going to college was precisely this, to liberate myself and all of my instruction contributed—and continues to contribute to this.  Liberation is a process, not an end state.  We, myself included, are always embarked on de-colonizing our minds that in fact so much of the educational system through its curriculum and instruction, provides.  Sociology professor at Binghamton University, Aníbal Quijano from Peru, in fact addresses this with the concept of the "coloniality of power" (PDF en español;  PDF in English).

I'll resist going on a tangent here, but one of the reasons from the very beginning in the early 1990s when the neoliberal, charter school movement got off the ground that I never saw this as either our community's or as God's redemptive, long-awaited solution to all our problems in education, precisely because it largely left our culturally chauvinist curriculum untouched, while continuing to objectify our communities as objects to whom to administer curriculum, as opposed to communities with whom, in solidarity with its long and continuing history of struggle to forge common cause in and with our civil rights organizations, nonprofits, and community-based institutions.  Never mind their insatiable consumption of public, taxpayer dollars for private ends that "education management organizations [EMOs]" today represent as a whole...

To continue.  I further presume this liberatory disposition to be true of most"ethnic studies scholars" like myself that are differentially located throughout our colleges and universities again, depending on their own respective histories of struggle for inclusion as follows:  African American Studies, Jewish American, Native American and Indigenous Studies, Puerto Rican/Boricua Studies, Asian-American, Women and Gender Studies, Gay and Lesbian Studies, and so on.  

The historical accounts, theoretical frameworks, core concepts, and guiding research questions that they provide help move us to challenge beyond the system of instruction that is currently wedded at the K12 level to a prescriptive and scripted curricula such as that appearing in Common Core or in existing state standards that either ignore or are largely dismissive of the scholarship, knowledge, and frameworks emanating from these fields.  And even when there is cognizance for at least some teachers and some administrators that are able to link up Common Core and state standards to ethnic studies content, this knowledge may be siloed to "the multicultural education" side of the school, rather than positioned centrally in terms of how school is done, period.

We are domesticated when we think that existing curricular offerings as coming from God or the invisible hand of the market.  As someone in policy who has studied the history of the inextricably intertwined aspects of curriculum and the historical politics of education, nothing could be further from the truth.

Kudos to our friends in San Antonio for moving the needle with respect to the intellectually-inspiring knowledge base and pedagogy that portends a bright future of liberated, as opposed to domesticated, individuals and communities armed with a critically conscious mindset bent on transforming systems and institutions for the betterment of society, domestic tranquility, and humanity as a whole.   

Felicidades!  Congratulations!


Angela Valenzuela

c/s 

#MASforTexas 

#LibroTraficante @LibroTraficante @AztecMuse

#EthnicStudiesNow  #TxTABE 

#criticalpedagogy

#AcademiaCuauhtli

 

 

Another Victory for Mexican-American Studies in San Antonio


A Mexican flag at the 19th Annual Cesar Chavez March for Justice in 2015.  Photo by Scott Ball.
Scott Ball / Rivard Report
A Mexican flag at the 19th Annual Cesar Chavez March for Justice in 2015. Photo by Scott Ball.


Despite the wide range of struggles that Mexican-American Studies (MAS) has faced since its inception in the 1960s, the academic field recently gained a significant victory that advocates and engaged Texans can be proud of.

Just last year, the Alamo Community College District (ACCD) came under fire when its board of trustees under Chancellor Bruce Leslie voted to remove majors from students’ academic records.

More recently, faculty, students, and supporters of San Antonio College (SAC) had ample reason to celebrate when the school’s new Mexican-American Studies Center opened its doors on the near-downtown campus.

Visitors entering the Chance Academic Center needed only follow the scent of burning sage through bland white hallways to a room where Linda Ximenes was blessing the future space of the MAS Program as well as attendees of the event.

Papel picado hung from the ceilings and lent color and authenticity to the purpose of the event. Bookshelves filled with books authored by writers of all ethnicities celebrated the essence of the Mexican-American experience solidifying the space as a center for academic excellence.
Son Jarocho musicians and dancers perform at the MAS center's grand opening.
Courtesy / Léo Treviño

Son Jarocho musicians and dancers perform at the MAS center’s grand opening.

After the blessing, attendees enjoyed an excerpt of a play penned by MAS program faculty member Mariano “Mono” Aguilar titled Adelita, which opens at the Josephine Theatre on Nov. 3, as well as a local group performing Son Jarocho, a regional folk music fusion of Spanish, indigenous, and African cultures that originated in the state of Veracruz in the Gulf Coast region of Mexico.

MAS Center and Program Coordinator Lisa Ramos wrote her dissertation for her Ph.D. in history on Mexican-American Civil Rights lawsuits and how the racial categorization of Mexican Americans as white affected identity politics and relationships.

“There were no real obstacles but we did have to follow procedural guidelines which takes time but once we submitted, approval followed,” Ramos said of her longtime vision coming into fruition in May.

She credited the smooth process to existing MAS programs and degrees that are offered at other ACCD campuses such as Northwest Vista, Palo Alto, and St. Phillip’s colleges. “We just followed the models from those campuses and developed the curriculum and program from there,” she explained.
Aguilar explained that a designated MAS office had not previously existed on campus. “We were all on different parts of the campus in our respective departments but getting approval for the program gave us the ability to request this space.”

He added that the only MAS courses that were offered prior to the center’s creation were Mexican-American history and Mexican-American literature. “We’re hoping to add more in the upcoming semesters,” Ramos added by laying out the order of things. “We’d received approval for the program in May, for this space in June, and the first classes began this fall semester in August.”

According to Ramos, planning and organizing for this endeavor began more than a year ago. “We’ve been working on the budget, finding people who can teach the courses, and figuring out how to get exposure (for) the course(s) through the school.”

Ramos also gave credit to Tammy Perez, who works in the Spanish department, for getting the course titles and numbers into the SAC catalog so they’re searchable. “That for us was the biggest success because when people are looking for the courses they want to take, we’re now an option.”
A list of MAS courses that can be found on the SAC catalog.
Courtesy / Léo Treviño
A list of MAS courses that can be found on the SAC catalog.

As for advertising the event and bringing attention to the center, “Mono (Aguilar) planned all the Hispanic Heritage Month events and incorporated this event into the planning,” Ramos explained.
SAC students seeking to expand their cultural base or gain insight into the Mexican-American experience in the Spring 2017 semester can look in the SAC catalog for Mexican-American History, Mexican-American Literature, and Mexican-American Politics. “We’ll be adding Mexican-American Fine Arts Appreciation in the Fall 2017 semester so hopefully that will bring in more interest than we already have.”

Ramos and her colleagues hope that that interest will extend beyond students who asked questions at the grand opening event or are already enrolled in MAS classes.

According to the San Antonio Economic Development Foundation, Latinos make up 54.82% of San Antonio’s population, 59.4% of Bexar County’s, and the percentage of bilingual people in the Greater San Antonio Area is 34.21%.

These numbers speak to the fact that the community centered around Mexican-American Studies is thriving and growing. Students who decide to take MAS classes will be able transfer earned credits to a four-year institution such as the University of Texas at San Antonio, where the Mexican-American Studies program and degree has been in place for more than two decades.

Programs like these set a precedent for a more thoroughly developed social consciousness toward Mexican-American studies and for people who are critically engaged in their future. SAC’s MAS courses offer narratives not traditionally found outside of higher education, inspire learning beyond commonly held truths and values, and prove that the Mexican-American experience not only complements existing history, but is an integral part of it.