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Showing posts with label Latino Studies. Show all posts
Showing posts with label Latino Studies. Show all posts

Sunday, February 15, 2026

INVITATION: Anniversary Symposium at UT-Austin to Honor Dr. David Montejano's Landmark Book, 'Anglos and Mexicans in the Making of Texas'

INVITATION: Anniversary Symposium at UT-Austin to Honor Dr. David Montejano's Landmark Book, 'Anglos and Mexicans in the Making of Texas'

We gather soon to honor our dear friend and colleague, David Montejano, whose landmark book, Anglos and Mexicans in the Making of Texas, 1836–1986, celebrates forty years in print with the University of Texas Press. Hailed as “the most important race-class analysis of the Chicano experience,” Montejano’s work transformed the writing of Texas history. Generations of scholars continue to cite it not only as an influence, but as a model—rigorous, humane, and unflinching in its examination of power, race, and belonging.

At a moment when eliminating the Department of Mexican American and Latino Studies would be nothing short of ill-advised and mean-spirited—as conveyed by Alfonso Ayala III in a guest blog on Latinopia.com posted yesterday to this blog. UT-Austin seeks to diminish, if not erase for current and future generations the very histories and communities that make Texas, "Texas," if you will. 

Montejano’s scholarship stands as a reminder of what is at stake. His work teaches us that Texas has always been shaped through struggle and dialogue, through contestation and collaboration. To diminish the spaces where that history is studied and debated is to narrow our collective understanding of who we are.

In celebration of this enduring legacy, graduate students in the Department of Mexican American and Latina/o Studies (MALS), under the guidance of Associate Professor C. J. Alvarez, invite you to a two-day symposium: Anglos and Mexicans: Still Making Texas.

-Angela Valenzuela


ANNOUNCEMENT

The seminal book Anglos and Mexicans in the Making of Texas, 1836-1986 by David Montejano is celebrating 40 years in print by the University of Texas Press, and it remains one of the most insightful analyses of Texas history to date. Hailed as “the most important race-class analysis of the Chicano experience,” a generation of scholars continue to cite Montejano’s work as an influence on their careers and a model for revisionist historical sociology.

Please join us for a two-day symposium Anglos and Mexicans: Still Making Texas, organized by graduate students in the Department of Mexican American and Latina/o Studies (MALS) under the guidance of Associate Professor C. J. Alvarez. The symposium provides an opportunity for inter-generational dialogue that reflects on the book’s legacy and future contributions to Latino Studies and Texas history.


Friday & Saturday February 20-21 • UT Austin, Gordon-White Building, 2.102 • 9:30am - 6pm


The symposium includes two full days of panel presentations and keynotes, including a keynote plenary by author David Montejano on February 20th, along with Texas historians Emilio Zamora and Neil Foley, and moderated by MALS Department Chair Karma Chavez. Additional sessions include a Saturday plenary on the future of Texas history, a graduate student panel highlighting emerging scholarship, and discussions with prominent scholars from across Texas and the United States. Visit our website for a full schedule of speakers.


Email stillmakingtexas@gmail.com with questions or for more information.

Please feel free to share the attached flyer with your networks. This event is open to all and no rsvp is required. Anglos and Mexicans: Still Making Texas is co-sponsored by Latino Studies at UT Austin, Texas State University and the Humanities Institute.

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

Monday, August 12, 2019

A history of anti-Hispanic bigotry in the United States by Marie Arana

Excellent piece in the Washington Post on a legacy of anti-Latino racism and bigotry.  Peruvian author, Marie Arana, gets to the heart of the matter with respect to the systemic blind spots and ignorance that help account for a long history of vexed U.S.-Mexico and U.S.-Latin American relations together with the massive spillover effects in terms of the anti-Mexican and anti-immigrant violence that we are seeing in the  U.S. today,  including:


"...a stubborn unwillingness to understand a population whose ancestors were here by the millions — long before the first pilgrim set foot on Plymouth Rock."

This is a kind of piece that could work well in the newly state-approved high school course in Mexican American Studies.  Although MAS classes can and should incorporate Latin American history and perspectives given the clear overlap, this piece further suggests a need in our state curriculum for the specific study and teaching of Latin American history, geography, art, literature, and  politics.

Thanks to Dr. Tony Baez for sharing.  Read on. 

-Angela Valenzuela

A history of anti-Hispanic bigotry in the United States

This animus bubbles up frequently, with devastating results.

Migrants return to Mexico last week as 15 other migrants line up on their way to request asylum in the United Sates, at the foot of the Puerta Mexico bridge that crosses into Brownsville, Texas, from Matamoros, Mexico. (Emilio Espejel/AP)

Friday, July 26, 2019

Keywords for Latina/o Studies receives national Choice Award for 2018

Friends,

This is a bit belated, but it gives me great pleasure to announce that this pathbreaking volume, co-edited by Deborah Vargas, Nancy Raquel Mirabal, and Lawrence LaFountain-Stokes titled, Keywords for Latina/o Studies (NYU Press, 2017), won a 2018 Choice Award.  Very few anthologies ever win this award, making this a particularly praiseworthy volume.  Personally, I have found it extremely useful in my own thinking these days about Latinidad and how its evolving.

The chapter I contributed is titled, "Education," and is in the company of outstanding scholars with equally outstanding contributions across many areas, including the following: "Afro-Latinas/os," by Tanya Katerí Hernandez; "Borderlands," by Nicole Guidotti-Hernández; "Chicana, Chicano, Chican@, Chicanx," by Sheila Marie Contreras; "Culture," by Arlene Dávila; "Decolonial," by María Lugones; "Family," by Richard T. Rogríguez; "Feminisms," by María E. Cotera; "Gender," by Sandra K. Soto; "Health," by John McKiernan-Gonzalez; "History," by Gerald E. Poyo, "Hyphen," by Frederick Luis Aldama; "Illegality," by Cecilia Menjivar; "Indigeneity," by Maylei Blackwell; "Mestizaje by Alicia Arrizón; "Modernity," by José F. Aranda, Jr.; "Nationalism," by Raúl Coronado; "Politics," by John A. García, "Poverty," by Patricia Zavelle; "Spanglish," by Ana-Celia Zentella; "Spirituality," by Theresa Delgadillo,  "Television," by Mary Beltran; "White," by Julie Dowling and so many others—amounting to a prodigious total of 63 individual contributions.

Below you can read the Choice Award Letter and helpful notes on classroom use.  I think that a lot of the pieces could be used not only in the college classroom, but also at the high school level where Mexican American Studies, Latino Studies, or Ethnic Studies, generally, is taught.  The pieces are all rather succinct and jam-packed with concepts and insights be great scholars who are of course, leading ones in their respective fields or subfields of study.

So much of this tracks back, as well, to great editors.  Check out their statement about building an "Archive of Meaning" below.  Again, many congratulations to Professors Vargas, Mirabal, and LaFountain-Stokes for their many months of hard work on the volume and for this much-merited recognition.

-Angela Valenzuela

From Choice award letter:

"This year’s Outstanding Academic Title list includes 455 books and digital resources chosen by the Choice editorial staff from among the over 4,800 titles reviewed by Choice during the past year. Of these, 436 are print products; the remaining 19 are electronic. 

These outstanding works have been selected for their excellence in scholarship and presentation, the significance of their contribution to the field, and their value as an important— often the first—treatment of their subject. Constituting about nine percent of the titles reviewed by Choice during the past year, and two percent of the more than 21,000 titles submitted to Choice during this same period, Outstanding Academic Titles are truly the “best of the best.” As always, only a select group of publishers and authors are represented on such a list. Congratulations to you and your colleagues on this outstanding achievement." 

NOTE ON CLASSROOM USE

 Instructors who use Keywords for Latina/o Studies have employed it in multiple ways. Some use it to enhance required readings, others have structured assignments around individual keywords, and still others have used them to prompt discussions and complicate ideas.  Utilizing keywords to enrich readings is the most common tool.  They are often used to expand points and arguments. Terms such as “Borderlands,” “Citizenship,” “Latinidad,” “Mestizaje,” “Rasquachismo,” and “Raza,” and so forth, either directly correlate or are born out of the various fields that constitute Latina/o/x theories and methodologies. In this case, the different submissions assist in not only explaining the term, but also highlighting their epistemology and how they have influenced the field and beyond.  For instance, questions concerning citizenship and illegality cannot be divorced from a long, problematic, and violent history of Latina/o/x migration to the United States.  Terms like “Latinidad,” “Mestizaje,” “Rasquachismo,” and “Raza,” necessitate a deeper conversation concerning identity, art, and third-world political movements (i.e. Chicano Movement, Brown Berets).
By the same token, terms such as “Capitalism,” “Culture,” “Film,” “Food,” “Housing,” “Literature”and “Sexuality” have been written by scholars in the field of Latina/o/x Studies to illuminate how the field has reinterpreted these terms to not only include Latina/o/x, but to center them. Juana Maria Rodriguez’s rendering of sexuality is a perfect example. “The characterization of Latinx culture as sexually deviant and dangerous that emerged as a result of immigration, forced annexation, and colonial occupation have remained central to depictions of Latinx within popular culture” (197). Rodriguez’s succinctly connects sexuality with immigration, annexation and colonialism leading to a rich and deep conversations of links that are rarely made, but must be considered.
In regards to assignments, there are several innovative and exciting ways that keywords can be used in a classroom.
  1. Ask students to write their own version of a keyword and share it with class. This provides students with the opportunity to discuss their renderings of a particular keyword; including the similarities and differences. How would they approach a keyword such as “Brown,” “Incarceration,” and “Maquiladoras?”
  2. Ask students to come up with keywords not included in the volume. They are then asked to justify these keywords and write a brief definition and analysis, and if interested, compare their keywords with the ones in the volume.
  3. Ask students to debate Have students come up with their list of keywords, including those in the volume and debate their relevance, importance, and future role in Latina/o/x Studies.
  4. Ask students to take one keyword in the volume and use it to articulate a larger theoretical method or thinking. For instance, how does the keyword “Capitalism” inform your thinking of production and labor? How does “Illegality” affect your thoughts concerning current migration policies? How does “Militarism” inform your ideas around the state and coloniality?
Such assignments allow students to use keywords as a departure for thinking through ideas, thoughts, and omissions.  It is an exciting strategy for getting them to not only analyze a particular keyword, but to put it to use. At the same time, it teaches students that keywords can change and evolve depending on the circumstances and conditions.
For these assignments to be successful, instructors needed to discuss the individual keywords in Keywords for Latina/o Studies thoroughly and unpack their various meanings. For instance, what makes certain keywords relevant to Latina/o/x Studies? This is particularly effective with keywords such as “Literature,” “Music,”“Philosophy,” and “Theater” where the connections to Latina/o/x theory and methodology is vague and not necessarily linked to the field of Latina/o/x Studies.  For other terms such as “Afro-Latina/os,”“Indigeneity,” “Sovereignty,” and “White,” expand, problematize, and challenge our understanding of Latinidad?
ARCHIVE OF MEANING
A central aim of Keywords for Latina/o Studies is to build an archive of meaning; one that is in continual dialogue with community. It is our goal to expand the understanding of this field and discipline, and to both complicate and make legible the myriad populations, histories, experiences, cultural expressions and intellectual thought that constitutes field and the Latina/o/x community.
Deborah Vargas
Nancy Raquel Mirabal
Lawrence LaFountain-Stokes

Wednesday, April 11, 2018

My Reflection on Today's April 11, 2018 Texas SBOE Vote on Ethnic Studies: No Good Deed Goes Unpunished

Mexican American Studies advocates outside of the William B. Travis Building, Austin, Texas, April 11, 2018





















UPDATED 4.13.18

Today was an interesting day.  Many of us gathered at the Texas State Board of Education (SBOE) and testified, calling for a course on Mexican American Studies.  I am happy to share my testimony to the SBOE below.  

The short of it is that we won—together with other under-represented groups that fall under the "Ethnic Studies" umbrella, namely, African American Studies, Asian American Studies, Native American Studies, and Latino Studies.  This opening of the curriculum to the historically under-served members of our communities who are not reflected in our state curriculum was the absolute best part of today.


In all honesty, however, when it came to "Mexican American Studies"—which is what all of us present were unanimously calling for—it's hard to shirk the sense of a loss of dignity with the SBOE's decision to paternalistically name us in their own image.


In an amendment that followed the testimony of more than 50 students, teachers and advocates from throughout the state of Texas, the SBOE chose to name the course, "Ethnic Studies: An Overview of Americans of Mexican Descent."


You can't make this stuff up.  This terminology is a throwback to the 1950s.  


I have a faint, yet crystal-clear memory in the early 1960s when my Mother told me that I was an "American of Mexican descent."  Then the Mexican American Civil Rights Movement occurred when as a middle schooler, I became a Chicana, brown and proud!  And my mother never used this terminology again.  Thanks to the Movement, this expression evaporated into the atmosphere.  


To grasp the gravity of this naming, it would be akin to naming African American Studies, "Negro Studies." And we know just how much anger and outrage this would incite.

The testimonios, everybody's testimonios, with their sense of urgency, were impactful. What is so ironic is that so much of what was said today was about values, rights, and responsibilities.  All were so off-the charts, eloquent and brilliant, adults included!  :-)

The children and youth present who spoke—and all spoke—were powerful!  This exemplifies the very voice that all of our children need to have.

And my husband and partner, Emilio Zamora, spoke correctly and eloquently about Reverend Martin Luther King's dream of the beloved community that we, ourselves, through our work in the classroom and in the community, attempt to live.  We have so much, as Mexicans and Mexican Americans, Chicanas, Xicanxs in all our complexity, smarts, and beauty to offer this country.  Why do they revile us so?  I get it.  And then I don't get it.

Some among us commented afterwards today that, "Gee, we should have gone for "Chicana [Studies] " or "Chicano [Studies]."  After all, most of us are members of the National Association for Chicana and Chicano Studies Tejas Foco.  "Mexican American" sounded a tad conservative, but sensible in this context. Sour grapes, I guess.  


The truth of the matter is that "Mexican American Studies" is a totality. Here, I am borrowing from my colleague, Dr. Anthony Brown at the University of Texas at Austin who spoke recently on how African American Studies is a  totality.  He is right.  Asian American Studies, Native American Studies, and Women and Gender Studies, too. 


Mexican American Studies is a substantive, frequently cutting-edge field of study that is at least 40 years old with its own associations, journals, theoretical frameworks, epistemologies, departments, centers, initiatives, local and state networks, and so on.

To my ears, the name the board gave us doesn't sound so stilted or anachronistic in Spanish, "Soy de descendencia Mexicana."  In English, however, it sounds plain backwards—with echoes of the oppressive 1950s and early 1960s.  It reminds me of my elementary years of schooling when I felt ashamed to be "Mexican" or "Mexican American" because "Mexican" was a dirty word.  


Sadly, a high school student from San Antonio today advocated for a standards-aligned course on Mexican American Studies, saying that it's time for the word, "Mexican," to no longer be a negative, dirty word, on the one hand, and expressed, on the other, how her MAS course was the antidote to that. It is tragic to think of how far we have yet to go when one hears testimonies like these from our youth.

To a person, what should have been an amazing, happy day after the decision "for Ethnic Studies in the state of Texas" was rendered, became a procession of bodies exiting the chamber in a somber manner.


Not only did their naming us robs us of any true sense of accomplishment, it also spoke volumes about what the SBOE thinks of Texas' Mexican American community, including the children and college students assembled there.

Such is the stuff of majority-minority relations.


We'll get over it.  After all, no good deed goes unpunished.


This is not a closed chapter.  We'll remain involved and continue to advocate for a name of our choosing, for "Mexican American Studies."  In time, we will celebrate the true victory that the culmination of our many years of service, scholarship, research, and advocacy that today gloriously represents. Sí se puede!  Yes we can!

Peace/Paz,

Angela Valenzuela
#ApproveMAS