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Showing posts with label Lilliana Patricia Saldaña. Show all posts
Showing posts with label Lilliana Patricia Saldaña. Show all posts

Tuesday, August 12, 2025

The 1968 Walkout That Shook Texas: A Story of Youth, Justice, and Change

Link to Film

Friends,

This film, The Walkout, is phenomenal. It provides a quick, consumable history on inequality and school finance in Texas, while centering the courage of young Mexican American students who refused to accept an unjust status quo. It's just under 32 minutes such that it's great from community conversations and the school and college classroom.

It's awesome to see a good number of friends and familiar faces in the film.

The Walkout shines a light on a pivotal but often overlooked chapter in Texas history: the 1968 student walkout at Edgewood High School in San Antonio’s Westside. Faced with underfunded classrooms, uncertified teachers, and crumbling facilities, these students—many still in their teens—organized alongside their families and community leaders to demand better. 

What they sparked was more than a one-day protest; it became a catalyst for a statewide conversation on school funding and equity that still echoes today. 

Told through the voices of the original students, community elders, and historians, the film blends personal testimony, archival footage, and present-day reflections into a deeply moving narrative. We hear directly from those who lived it—about the indignities they endured, the risks they took, and the pride they felt in standing up for their education. It’s not just a history lesson—it’s a reminder of the transformative power of youth-led resistance and community solidarity.

What makes The Walkout so timely is its unflinching connection between past and present. The funding inequities the Edgewood students fought against remain a pressing issue in Texas today. Watching their story unfold, you can’t help but draw the line between 1968 and our current struggles over fair funding, equitable access, and the right to a quality education for every child. 

This, despite Greg Abbott's recent passage of school vouchers (Senate Bill 2) that will siphon off dollars from public schools that will get directed toward wealthy families to cover their children's private school education. 

It's shocking to learn, for example, that while Texas is the 8th largest economy in the world, it ranks 46th in the nation in per pupil funding. This is our future workforce, my friends. We need to invest in them—especially in this economy and this moment where so many of our institutions and safety nets are getting dismantled. 

If you care about education, justice, or the untold stories of Mexican American activism, The Walkout is essential viewing. It is a testament to how local action can reverberate far beyond its place and time. I do like how it ends on a hopeful note that doubles as a rallying cry to keep on keepin' on in the struggle for equity in our schools—and by extension, the broader society.

Sí se puede! Yes we can! 

In fact, we must!

-Angela Valenzuela


A visual on property redlining that gets to the heart of school funding
inequities.





Dr. Lilliana Saldaña




Dr. David Montejano
Al Kaufmann, Esq.

Sunday, June 15, 2025

"Creation-Resistance in the Struggle for Mexican American Studies" by Angela Valenzuela, Ph.D. July 11, 2025 at the San Antonia MAS Teachers' Academy

Friends,

I’m deeply honored to be keynoting at this year’s “MAS Teachers' Academy,” an inspiring initiative founded by Dr. Keta Miranda and now directed by Dr. Lilliana Saldaña, Dr. Gloria Gonzales, and Christina Soliz. Emilio and I highlighted this important work in our recent blog post, The Need for Ethnic Studies Policy in Texas,” where we discussed the remarkable growth of Mexican American Studies classes across the state.

Certified Texas teachers will earn Continuing Professional Education (CPE) credits for attending—credits that, by Texas law, must be renewed every five years. It’s a rare and meaningful opportunity to center Mexican American Studies as the focus of professional development. Educators from outside Texas are also welcome to join this powerful learning space that is accessible virtually if you register. The QR code is on the flyers below.


Follow the MAS Teachers' Academy on Instagram, as well, which explains the following: 

"This year’s theme is “A Decade of Creation-Resistance and MAS Legacies in Tejas” in celebration of our collective labor and grassroots organizing in growing and sustaining MAS in Texas PreK-12 schools over the past 10 years. 🙌🏾🔥🙌🏾🔥

We pay homage to MAS/Chicanx Studies scholar activist, Dr. Roberto Cintli Rodriguez(QEPD), and his concept of creation-resistance. Dr. Cintli’s concept reminds us of the importance of connecting to our creative expressions and ancestral practices like poetry, dance, song, writing, art, food, and ceremony in our struggles for humanization, social justice, and a culturally-sustaining education. With this in mind, this year’s academy will focus on how we can continue to center our community’s creative expressions and ancestral practices in our MAS curriculum and pedagogy. 🌽🌽🌽

We hope you can join us for this week-long academy which will include outstanding keynotes by leading MAS scholars, teacher-led curriculum workshops, pláticas, and student panels.

Special thanks to the amazing Ernesto Cuevas Jr. for creating this gorgeous poster which captures the spirit of this year’s academy!"

Adelante!"  @masteachersacademy

 

It is a true honor to uplift the legacy of the late Dr. Roberto Cintli Rodriguez by centering his powerful concept of creation-resistance—a hopeful and visionary framework that will ground my talk on the future of Mexican American and Ethnic Studies in Texas. With deep gratitude to our dedicated colleagues at the University of Texas at San Antonio—your tireless, committed work continues to inspire and uplift us all.

-Angela Valenzuela

#CreationResistance #EthnicStudies #MAS




Friday, April 26, 2019

BUILDING UP MEXICAN AMERICAN STUDIES WITH LILLIANA SALDAÑA & VANESSA SANDOVAL

Friends,

Happy Friday!  I'm happy to share this interview of Dr. Lilliana Saldaña and Vanessa Sandoval from a podcast named "Visions of Education."  Scroll down to the bottom to get classroom resources.  I loved hearing the excitement in their voices as they told both the story and their story.


I have said previously elsewhere that we do not yet have the historiography of when what we know today as the field of "Mexican American Studies (MAS)" got started.  The historical record, I predict, will show that albeit under other names, MAS has probably existed as long as we have lived as a people in Texas after the Mexican-American War (1846-1848).  And it has existed as a way  to combat and  cope with systemic forms of oppression to which Dr. Saldaña and Vanessa give voice.

I just read this just-published April 26, 2019 article that appears in the Journal of Latinos and Education titled, “No Había Bilingual Education:” Stories of Negotiation, Educación, y Sacrificios from South Texas Escuelitas by ,, & Cinthia S. Salinas from the Universityof Texas at Austin.

I am on David's and Randy's doctoral dissertation committees and David defends his doctoral dissertation soon.  Dr. Salinas is a colleague of mine in the College of Education at UT.  

Great work, everybody!  We are making progress!  I will quote my good friend Tony Baez who expresses with wisdom, "The best curriculum is written in times of struggle."

Pa 'lante!  Onward! Sí se puede!  Yes we can!

Angela Valenzuela


In Episode 113, Michael and Dan talk with Dr. Lilliana Saldaña and Vanessa Sandoval about their (and the larger efforts) to create a Mexican American Studies course approved by the Texas State Board of Education.
https://visionsofed.com/2019/04/25/episode-113-building-up-mexicanamerican-studies-with-lilliana-saldana-and-vanessa-sandoval/


Books, Articles and Other Amazing Resources
    1. More on the ‘Reject the Text’ movement The Scholarly Reviews are in on that ‘Deeply Offensive’ Mex-Am Studies Text from The Texas Observer
    2. Interested in learning more about about attending professional development this summer? Check out MAS Social Studies Teachers’ Academy!
    3. Some mentioned resources from the episode
      1. http://education.utsa.edu/mas/social_studies_teachers_academy/
      2.  https://mastxeducation.com/
    4. Here are flyers and images from the MAS Teachers’ Academy and the movement that Dr. Saldaña and Vanessa shared with us!
    5. Stolen Education film.  Dan talked about Stolen Education which documents the untold story of Mexican-American school children who challenged discrimination in Texas schools in the 1950’s and changed the face of education in the Southwest.

Biographies
Vanessa Sandoval is a UTSA undergraduate and a first generation student with a concentration in Education and Human Development. Her research interest focuses on cross- disciplinary and interdisciplinary understandings of K-12 schooling experiences for Mexican American students, especially as these relate to curriculum.
Lilliana Patricia Saldaña is a Chicana activist scholar raised in San Antonio’s Southside. Saldaña attended Boston University where she earned her bachelor’s degree in English and International Relations, with a concentration in Latin American Studies and a minor in Journalism in 1998. Shortly after completing her studies, Saldaña worked at a dual-language school in San Antonio’s Westside and earned a master’s degree in Bicultural-Bilingual Studies from the University of Texas at San Antonio in 2002. During her undergraduate and graduate studies, she was involved in numerous campus-activist projects and worked in community settings, synthesizing her passion for research and social change. As a doctoral student at the University of Wisconsin-Madison, Saldaña worked with Latina/o families to establish Nuestro Mundo, the first dual-language school in the city, and Formando Lazos, community development project with Latina immigrant mothers. She earned a doctoral degree in Human Development and Family Studies, with a minor in Chicana/o families, schools, and communities, from the University of Wisconsin-Madison in 2010. Her dissertation—“¡De mi barrio no me voy!: The identity and consciousness of Mexican American teachers at a dual-language school—examines the life histories of Raza teachers and the ways in which they transform, negotiate and reproduce the culture of schooling in San Antonio, Texas.