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Showing posts with label National Association for Chicana and Chicano Studies (NACCS). Show all posts
Showing posts with label National Association for Chicana and Chicano Studies (NACCS). Show all posts

Thursday, January 12, 2023

Call for Papers: National Association for Chicana/Chicano Studies: Tejas Foco Conference March 23-25 UTRGV Brownsville

Call for Papers!!!


 

 

 

National Association for Chicana/Chicano Studies: Tejas Foco Conference

 

March 23-25, 2023

University of Texas-Rio Grande Valley

Brownsville, Texas

 

Conference Theme:

Confronting/Resisting the Colonizer Within: A History of Violence, Discrimination/Oppression and Shame”

 

 

The NACCS-Tejas Foco Conference invites scholarly/creative submissions which address internalized colonialism/oppression/racism/colorism, as well as within our Chicanx/Latinx communities. We call for a confrontation/resistance to colonialist indoctrination, such as the legacy of racism, colorism and discrimination which are maintained by settler colonialism within our own Chicanx/Latinx communities. In order to truly decolonize our communities, we must face the enemy within and embrace our indigeneity. We must begin with deconstructing the historical structures such as the Spanish caste system which continues to marginalize/subjugate BIPOC. We encourage submissions that address the following topics, and welcome proposals that address the Tejanx experience in general.

 

History and legacy of the caste system in Latinx culture

Racism/Colorism within Latinx culture  

Anti-indigeneity, Anti-blackness, Anti-immigrant narratives within the Latinx community

Colonialism, Settler colonialism, Land/water/sacred sites, land theft/dispossession, Environmental racism/justice 

Internalized colonialism/racism, intergenerational trauma, abuse/violence within the Latinx community

Reclaiming/retracing our indigeneity and African roots, Nepantla

Identity/body politics, politics of labels, politics of language indoctrination

Indigenous erasure, detribalization, imperialist policies of blood quantums

Indigenous children and boarding schools/missions

Politics of Mestizaje, myth of the Raza Cosmica, “mejorar la raza” narratives 

Mestiza consciousness, double-consciousness, subjection/agency

“Vendidos”/sell-outs, complicity of BIPOC with white male heteropatriarchal narratives of supremacy

Catholicism and colonialism, criminalization of indigenous religions and spirituality

Religion and identity/gender roles/oppression, forced Christianization/indoctrination

History of resistance, Mexican Revolution, Adelitas

LGBTQ+ and colonialism/heteropatriarchal structures/settler colonialism

Lack of Indigenous and Black representation in Latinx media and Hollywood

Indigenous rights, Immigrant rights, Afro Latinos/Indigenous rights

Racial Justice, criminal justice and social control, criminalization of BIPOC, immigration policies & rhetoric

Latinx elites and anti-indigeneity/blackness, white Latinx, white Mexicans/Whitexicans, Fresa culture, MAGA Latinx

European beauty standards and their effects on BIPOC

Transformative pedagogies, decolonial pedagogies, anti-racist education  

Empowerment and activism, teaching/empowering the youth

Intersectionality/matrix of domination, gender roles and racism/colorism, colonialism and misogyny

 

 

Deadline for CFP: January 15, 2023

Please submit proposals for panels, roundtables, and/or individual presentations to the Tejas Foco Conference Organizers: Rosalva.resendiz@utrgv.edu or Miryam.espinosadulanto@utrgv.edu 


In your email, please include the following: 

Name & Affiliation (Independent Scholar, College/University, Agency/Organization)

Individual submission – include a 200-300 word abstract, along with key terms

Panel proposal (3 to 4 participants) – include a brief description of the panel, list the Presenters, along with the Title of their paper and a 200-word abstract for each presenter  

Roundtable proposal (3 to 4 participants) – provide a 400-500 word proposal, include a Chair for the roundtable, and the Names and Affiliations of the each of the participants

 

Sunday, January 30, 2022

Dr. Emilio Zamora, UT Professor in History, Appointed to the Clyde Rabb Littlefield Chair in Texas History

Great news! So happy to present the truly excellent news of my husband, Dr. Emilio Zamora, receiving an endowed chair at the University of Texas at Austin! You can learn more about his work from his page at the UT History Department, as well as from his Google Scholar profile. 

Very few scholars ever get such high-status recognition like this that provide valuable resources for meritorious scholars like Emilio that allow them to continue with, and deepen their, work to which they have committed their lives. Although I am, of course, biased, this couldn't have happened to a better scholar, particularly at this time when our histories and identities are under attack. So happy for, and proud of, you, Emilio! 

-Angela Valenzuela

***

The University of Texas at Austin has appointed Emilio Zamora, Professor in History, to the Clyde Rabb Littlefield Chair in Texas History, effective Fall 2022. An endowed chair is one of the highest honors that a university can bestow on a faculty member. Dean Ann Stevens from the College of Liberal Arts announced that the appointment recognizes “extraordinary scholarly accomplishments and service.” Other institutions have recognized Dr. Zamora’s extensive record of scholarship and service to his profession and Mexican and Latino communities. These include: the 2017 Scholar of the Year Award from the National Association for Chicana and Chicano Studies (NACCS); the 2017 NACCS Tejas Foco Premio Estrella de Aztlán Lifetime Achievement Award; the 2018 Award of Excellence from the City of Austin’s Emma S. Barrientos Mexican American Cultural Center; the 2019 Ruth A. Allen Pioneer in Texas Working Class History Award from the Texas Center for Working-Class Studies, Collin College; and the 2021 Roy Rosenzweig Distinguished Service Award from the Organization of American Historians. 


In addition to elevating Professor Zamora’s prestige as a historian and public intellectual, the Clyde Rabb Littlefield Chair in Texas History provides support for his research agenda which include two forthcoming books: a high school textbook on the history of Mexican Americans in Texas that he co-edits with Professor Andres Tijerina and co-authors with Drs. Sonia Hernández, Amy Porter and Guadalupe San Miguel; and a translated and edited study of En Defensa de Mi Raza, a two volume work (1936-37) by Alonso S. Perales, arguably the most influential Mexican American civil rights leader of the twentieth century and the principal founder of the League of United Latin American Citizens. The endowed chair is named after a major benefactor to the University of Texas, Mr. Clyde Rabb Littlefield (1931-2018), a command historian with the U.S. military, a member of the advisory board for the University's Center for American History and a respected member of the university community. When asked to comment on the appointment, Professor Zamora stated, “I am honored, of course, but I especially appreciate the recommendations by Professor Daina Berry, the Chair of the History Department, and Dean Ann Stevens. More than that, I share the honor with my family, Dr. Angela Valenzuela, my supportive life partner, and my Mexican cultural community that I respectfully represent and serve.


Please visit Dr. Zamora's UT History Department profile.


Monday, January 10, 2022

"50 Years of Struggle in Chicana and Chicano Studies," Parts I, II, and III Berkeley, California, Latinopia.com, December 10, 2021

Friends:

Happy to share these published videos, Parts I, II, and III, the beginning of what will be several installments accessible at Latinopia.com that were recorded and published by legendary filmmaker and director, Jesús Treviño, with the assistance of Nelson Melgar. 

In a reunion of elders in Chicano/a Studies, Jesús captures conversations that some of us in Chicana and Chicano Studies, including several of the founders of the National Association for Chicana and Chicano Studies, had on December 10, 2021 at the University of California Berkeley Latinx Research Center in Berkeley, California directed by Professor Laura E. Pérez.


From left to right, seated at the table are Drs. Pat Zavella, Lalo Valdez,Emilio Zamora, Teresa Carrillo, Ines Hernandez, David Montejano,

Felipe Gonzalez, Ed Escobar, Estevan Flores, Tomas Almaguer, Francisco Hernandez, Carlos Munoz, Francisco Vazquez, Teresa Córdova, Larry Trujillo, Aida Hurtado, Angela Valenzuela, Rosa-Linda Fregoso, as well as Laura E. Pérez and Yvette Flores-Ortiz not pictured. 

As you can hear for yourselves, the conversation is wonderfully textured, acknowledging major accomplishments as a field of study simultaneously with the notion that so much more remains to be done. That said, we thoroughly enjoyed reconnecting and catching up with each other's lives and learning about all the great work that all are still involved in because the movimiento continues.

As Dr. Rosa-Linda Fregoso aptly notes in Part II, "Chicano and Chicana Studies comes out of a social movement. It's not something that was top-down. It was bottom-up." This positions us well for what she observes as emergent social movements outside of the academy for which we all need to be prepared. "Intersectionalities," she notes, are less about identity these days and more about intersectional struggles with the idea that we have been building the requisite knowledge "for that moment."

To be sure, hope dies hard, if ever, for us movimiento activists.

Its progeny are the thousands upon thousands of students who have gone on to work as educators, community advocates, hold elective offices, and are otherwise well represented in leadership positions today, remaining deeply connected to their communities, influencing policy and practice from wherever they find themselves.

Pursuant to this important convening, our hopes and plans are to broaden the conversation in the future so that many more "elders in the movement," if you will, can similarly provide their takeaways from 50 years of being activist, community-engaged scholars. So stay tuned as there will be more to come, including on Latinopia, a wonderful website that has generated a substantial archive unto itself of the Chicana and Chicano experience.

Perspectives and reflections like these are so necessary for the generations coming forward.  I know that I myself would not have survived academia without Chicano/a Studies. Even today, it continues being a fountainhead that continues to nourish, motivate, and inspire.

Enjoy!

-Angela Valenzuela

On the weekend of Dec. 9-12, 2021, a group of Mexican Americans scholars met in Berkeley, California to celebrate fifty years of Mexican American Studies. The group included many who were founders of the National Association of Chicana and Chicano Studies (NACCS). In 50 Years of Struggle Part One they review the past fifty years of struggle, celebrated the victories and identified areas that still need to be addressed.

On the weekend of December 9-12, 2021, a group of Mexican Americans scholars met in Berkeley, California to review the progress made in fifty years of Mexican Americans Studies. In this, Fifty years of Struggle Part Two, the group, Reunion de Colegas, continues their dialog with a discussion of environmental racism and how it impacts Latino communities and the need to impart the knowledge and experience garnered from the Mexican American civil rights movement to younger generations.


Fifty years of Struggle Part Three, the Reunion de Colegas scholars group continues their dialog about the present and future of Mexican American Studies.

Thursday, May 13, 2021

The Joy in Great Policy: Rep. Christina Morales' House Bill 1504's Call for "Texas-Sized History"

Left to right: Dr. Christopher Carmona, Eliza Epstein, Dr. Liliana Saldaña, Tony Díaz (a.k.a. "El Librotraficante"), Rep. Christina Morales (D-Houston), Dr. Angela Valenzuela, Rep. Alex Dominguez (D-Cameron County), Dr. Valerie Martinez, and Alexzandra Roman.


The joy in great policy really does exist. For that reason, as bad as things sometimes are, I really have so much hope for the future.

Hats off to Texas State Rep. Christina Morales for championing House Bill 1504 that would allow the state's already-approved Ethnic Studies courses to count as a pathway toward high school graduation. As Tony Díaz appropriately framed this, we are calling for "Texas-Sized History" to include Mexican American, African American, Native American, and Asian American Studies.

With significant bipartisan support, HB 1504 cleared out of the Texas House of Representatives yesterday. This reflects not only the ongoing struggle for Ethnic Studies in Texas, but also the very hard work of Rep. Morales who has championed a very-well conceived and written bill since day one. This is what it takes, my friends.

House Bill 1504

It was so very special witnessing yesterday support for Rep. Morales' HB 1504 by a bipartisan, diverse group of fellow legislators. What makes this historic is that this is the first Ethnic Studies bill to ever clear out of the Texas House. (I know, it sounds schizophrenic with anti-CRT bill HB 3979 also clearing the House floor, but this is Texas...)

I myself spoke at yesterday's press conference on behalf of Texas LULAC as a member of the state's Education Committee. Thanks to State Director Rudy Rosales, Chair René Martinez, and fellow member Velma Ybarra for supporting this from the beginning.

Many thanks, as well, to UTRGV Professor Dr. Christopher Carmona, Chair, of the NACCS Tejas Foco to which I also belong for his leadership. Happy to share, as well, Dr. Carmona's press release below that lays out next steps.

-Angela Valenzuela

Historic Ethnic Studies Bill HB 1504 Passes the House of the Texas Legislature: Now to Go All The Way


Texas State Representative Christina Morales (D) filed House Bill 1504, along with joint authors, Representatives Alma Allen (D) and Gene Wu (D), which would make Ethnic Studies count towards high school graduation.


Tuesday, May 11, 2021, it was approved by the Texas House of Representatives. This is the first Ethnic Studies bill in Texas to reach this point. It has also received bipartisan support.


The courses referred to in the bill were approved by both Republican and Democratic Texas State Board of Education Representatives unanimously. The bill also received unanimous support from the House Public Education Committee. State Rep. Dan Huberty, a Republican, has also joined as a co-sponsor of the bill.


TX HB1504 now advances to the Texas Senate Education Committee.


Texas State Representative Morales said, "Research proves that students who study culturally relevant courses are more successful in school and are more likely to graduate. I have been empowered by knowing my history and my family's story. We are uniting to bring this knowledge to more and more of our students in Texas. It is time to unite for Texas-Sized History to give a full picture with more voices."


Please call your state senator or any of the senators on this list to advance this bill through the Senate and make history by having the first Ethnic Studies bill in the State of Texas ever.


Please call the Republicans on the

Senate Committee on Education

Chair


The Honorable Larry Taylor

(512) 463-0111


The Honorable Paul Bettencourt

(512) 463-0107


The Honorable Bob Hall

(512) 463-0102


The Honorable Bryan Hughes

Austin, TX 78711

(512) 463-0101


The Honorable Angela Paxton

(512) 463-0108


The Honorable Eddie Lucio, Jr.

(512) 463-0127

Copyright (C) 2021 NACCS Tejas Foco Committee on MAS in PreK-12 Education. All rights reserved.
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Our mailing address is:

NACCS Tejas Foco Committee on MAS in PreK-12 Education
939 W. De Soto Avenue
AlamoTx 78516




Wednesday, May 05, 2021

Ethnic Studies vs. Multiculturalism: A Multi-State Conversation with Chicana/o/x Educators in the Greater Southwest at 3PM CST

Friends:

I write to invite you to this event this Friday on May 7, 2021 at 3PM CST titled, "Ethnic Studies vs. Multiculturalism: A Multi-State Conversation with Chicana/o/x Educators in the Greater Southwest." 

This Facebook Live panel is hosted by the National Association for Chicana and Chicano Studies (NACCS) at this link: https://www.facebook.com/NACCSorg/live/ 

With panelists that emanate from Texas, New Mexico, Colorado, Arizona, and California, this event features the following individuals as you can see from the flyer below: 

    Dr. Angela Valenzuela

    Dr. Irene Vasquez

    Dr. Chalane Lechuga

    Dr. Roberto Cintli Rodriguez

    Dr. Theresa Montaño

    The panel will be moderated by Dr. Roberto Hernandez and Dr. Melissa                     Moreno.

I'm looking forward to a great conversation.

Best,

-Angela Valenzuela




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, November 16, 2019

NACCS – STATEMENT ON THE CLIMATE CRISIS


This recently-published statement by the National Association for Chicana and Chicano Studies takes an unblinking look at the climate crisis and burgeoning "climate chaos" that we're in and how low-income people of color bear the brunt of it. This statement, in particular, points to the limits to policy when the underlying ways of knowing are untouched.
"The climate crisis is not amendable through “technological fixes” or “green consumerism,” because the climate crisis is deeply rooted in a particular type of settler colonialism and capitalism that prevents, and even erases, the sustainable livelihoods of Chicana/o and Latinx people and communities. The National Association for Chicana and Chicano Studies recognizes that while the climate crisis becomes more perilous by the day, Chicanas/os and Latinx peoples have always been engaged in struggles to improve our environments."
Check out the list of policy and advocacy recommendations provided below.  We all owe NACCS scholar Dr. Devon Peña a debt of gratitude for his perseverance and deep subject matter knowledge of the environmental crisis, and his support for a Green New Deal and a larger vision of community-based, grassroots organizing if we are to restore "our wounded watersheds and ecosystems."  

Thanks to our NACCS leadership, as well, for making climate change a front-burner issue.

-Angela Valenzuela

Released: October 29,2019 8:45AM, NACCS National Office, San Jose State U.


The NACCS board believes it is important to have our voice as part of the global movement against climate chaos, and we have asked NACCS environmental scholars Dr. Devon Peña and Dr. Gabriel Valle to compose the following statement:

The NACCS Climate Crisis Statement



The climate change crisis is affecting all living organisms and ecosystems on the planet but the enduring effects of decades of environmental racism are resulting in disparate impacts. Black, Indigenous, and other People of Color (BIPOC), including Chicanx/Latinx populations, are already suffering major deleterious effects from this global process of environmental violence. It is important to understand first of all that climate chaos is not simply driven by anthropogenic (human-caused) forces but by the type of ravenous destruction of the planet’s life support systems of the global capitalist economy. The combination of extreme heat and cold weather events illustrates for us how so-called “global warming” and even “climate change” are inadequate terms to describe what is occurring and that the concept of 
climate chaos illustrates how the entire climate system is characterized by unpredictable disruptions with cumulative effects that scientists are only now recognizing and understanding. It is also important to understand how the effects of climate chaos are destroying ecological systems that we depend on to produce our food, medicine, clothing, and shelter. Climate chaos destroys the natural conditions of material cultures. 

We are facing a crisis in which Native communities from the Arctic to the Andes and the Pacific Rim island nations are already being devastated by the chaos of climate change. We are facing a crisis in which BIPOC and low income persons are already being killed or displaced by the effects of climate change.

The evidence of disparate impacts must be weighed when we consider what our policy and political needs are in light of these devastating processes: 

1. Urban heat islands. Research confirms that African Americans are 52% more likely than whites to live in “urban heat islands” (UHIs) defined as microclimates that can get an extra 5 to 10 degrees hotter during heat waves. Asian Americans are 32% more likely and Latinxs are 21% more likely to live in UHIs. In the Phoenix area, the mostly Native American neighborhood of Guadalupe suffered more than a dozen deaths during the summer heat wave of 2017 which led to 155 people dying. That set a record for the state of Arizona, passing the 2016 total of 150. Most of these deaths involve BIPOC communities. These differences are results of the longstanding shameful practice of residential segregation and a lack of open green spaces and tree cover in these segregated neighborhoods. 
2. Extreme Cold Weather Mortality and IllnessBeyond the effects of heat waves, BIPOC populations are also suffering higher rates of mortality and illness as a result of extreme cold weather events affecting urban low-income barrios and rural communities including reservations. 
3. Farm and other natural resource workers. There are 2.5-3 million farmworkers in the United States. Of these 80% are Latinx and more than half of these are Mexican-origin workers an increasing number of whom are Native Mesoamericans. Between 2000 and 2010, 359 occupational heat-related deaths were identified in the U.S., for a yearly average fatality rate of 0.22 per 1 million workers. Highest rates were found among Latinx males in the agriculture and construction industries. Farm and construction workers accounted for nearly 58 percent of occupational heat deaths from 2000 to 2010, and Latinxs had three times the risk of heat-related death on the job than did non-Latinxs.[1] 
Source: Deborah Mills, et al., La Frontera: Mi Viaje con Papa. Barefoot Books.

4. Climate refugees (Central America, Mexico). The so-called “Dirty Wars” and decades of neoliberal “Shock Doctrine” (including NAFTA) initiated a set of violent forces that – combined with severe drought and climate change impacts – have led to a mass forced migration of mostly Indigenous populations. These are the same populations that are being dehumanized and terrorized by US border and immigration control forces that are separating families and placing their children in cages.

5. Displacement of ‘cultures of habitat’. Indigenous peoples are recognized for their deep traditions of resilient inhabitation of ancestral territories and are renowned for providing ecosystem services to the Earth. This is why ethnoecologists the world over have long defended “ecosystem peoples” or “cultures of habitat” and their resilient and regenerative livelihood traditions and practices.[2] The same corporate and settler colonial nation state agencies that are underlying forces of climate chaos are actively engaged in the forced relocation of Indigenous communities. In the Southwest, Native American/Chicanx acequia communities are facing the prospect of extinction and displacement due to declining mountain snowpack that serves as the water source for these celebrated community irrigation systems.[3] The cultural landscape and ecological services of the acequia systems are being damaged by the effects of drought, past and ongoing deforestation, and extreme fluctuations in weather patterns. In Alaska, the Iñupiat village of Kivalina is being relocated due to rising sea levels and it is only one of many dozens of such Arctic communities directly affected by climate chaos. 

6. Food system and food sovereignty impacts. BIPOC communities are already disproportionately affected by hunger and malnutrition. A USDA study of so-called “food insecurity” demonstrates that Mexican immigrant children suer the highest rates of hunger and malnutrition in the U.S. BIPOC communities have long faced death by “nutricide” and are already increasing experiencing the loss of traditional foods, foodways, and heritage cuisines and of the agroecosystems and land and waterscapes that support our direct livelihood traditions and food cultures. Climate chaos is intensifying these deleterious losses of heritage cuisine, and traditional foodways and undermining our agroecosystems and our access to traditional hunting, foraging, and fishing areas. 


Source: Just Seeds.


7. Air Quality. In 1987, the Commission for Racial Justice at the United Church of Christ released the groundbreaking report, Toxic Waste and Race in the United States.[4] The report was one of the first documents to use the term “environmental racism” to explain how communities of color are more likely to be exposed to unhealthy air, which can lead to conditions of asthma, among other things. The report shows that three-fifths of BIPOC communities live in or near areas of toxic waste. These conditions are not simply because many of these communities live in urban areas, but because of the historical process of urban planning and policy making that dictates where industrial business reside, where freeways are built and expanded, and even the flight patterns of air traffic. The commission released a second report, Toxic Waste and Race at Twenty 1987-2007, and their findings show that in spite of laws and policies created to promote justice, the conditions in many BIPOC communities remain much the same.[5] In the coming years, the climate crisis will exacerbate these conditions. In urban communities, the heat island effect (see item 1) will worsen air quality and increase the prevalence of asthma. In rural communities, the climate crisis will compound drought conditions. Air quality in Fresno, CA, recently received an F by the American Lung Association’s State of the Air 2019 report.[6] Today, approximately 43.3 percent of Americans live in counties that have unhealthy ozone and/or particle pollution – that is more than 141 million people exposed to unhealthy air.

8. Water and Water Quality. The availability and the quality of water are both exacerbated by the climate crisis. A recent report notes that half the world’s population will live in water-stressed areas by 2025. According to the World Health Organization (WHO), “Even in non-water stressed areas, the quality of surface water could deteriorate as more rain and storms drive erosion and the release of toxins. These dynamics could affect everything from the availability of drinking water for people to a shortage of water for livestock and crops (with negative effects for the food supply) to decreases in hydroelectric power generation.”[7] These water quality impacts are already affecting the health of U.S. urban BIPOC communities. We have learned that Flint, MI, is not an isolated incident, but just the tip of the iceberg. Municipalities access the country are being to realize this. In predominantly Latino, agricultural communities that rely on groundwater, community members experience elevated and long-term exposure to nitrates in their drinking water. Epidemiological evidence suggests an elevated risk of cancer and congenital disabilities in communities that experience nitrate exposure at levels below U.S. EPA’s drinking water standard (10 mg/L NO3-N).[8] Recent findings have shown high levels of lead in public schools. In California, the Community Water Center conducted as state-wade report that concludes from 2003-2014 over one million students attended schools that did not meet primary safe drinking water standards. The report also finds the schools impacted by unsafe drinking water had higher percentages of BIPOC students.[9] The struggle over water, while frequently framed as an environmental problem (i.e., drought), is, in fact, a highly political matter that influences the livelihood and wellbeing of urban and rural BIPOC communities. Climate chaos is only worsening these problems aided and abetted by the perverse logic of neoliberal policies that eliminate the investments in environmental quality and the protection of the Earth’s life-support systems like air, land, and water. 

Source: Globalclimatestrike.net toolkit.
Therefore, the National Association for Chicana and Chicano Studies declares the climate crisis the most paramount issue of our time. The systems and institutions that destroy the environmental conditions needed for clean air and water are the same systems and institutions that have historically denied Chicana/o and Latinx peoples a means to self-determination. The climate crisis is not amendable through “technological fixes” or “green consumerism,” because the climate crisis is deeply rooted in a particular type of settler colonialism and capitalism that prevents, and even erases, the sustainable livelihoods of Chicana/o and Latinx people and communities. The National Association for Chicana and Chicano Studies recognizes that while the climate crisis becomes more perilous by the day, Chicanas/os and Latinx peoples have always been engaged in struggles to improve our environments. From the acequia farmers improving soil health and agrobiodiversity through traditional agricultural practices,[10] to the mujeres organizing against polluting industry,[11] we have been there. From the campesinxs resisting pesticides,[12] to the ciudadanxs reusing coffee tins,[13] we have been there. The National Association for Chicana and Chicano Studies declares that in order to truly address the climate crisis, we must remake our social, political, and economic systems to promote diversity, autonomy, resilience, and a just sustainability. 


The NACCS Board of Directors specifically calls for the following actions in support of the vital climate justice movement:


  • NACCS endorses the climate strike actions that youth across the U.S. and the rest of the planet have launched and call for continued widespread activism by BIPOC youth and their allies in these campaigns for climate justice.
  • We call on U.S. universities and colleges to divest themselves of stocks in fossil fuel and other extractive industries that are the principal drivers of this environmental violence.
  • We further call on higher education institutions to end their participation in the global “land grabs” that are displacing Indigenous and other land- and water-based communities because this robs the first peoples of their ancestral lands while the world as a whole suffers the consequences of the loss of these sustainable, resilient, and equitable cultures of habitat that protect the planet.
  • We resolve that the Green New Deal is an essential tool for education and civic engagement and especially call on the shapers of this initiative to include community-based and  grassroots-led projects for ecological restoration of our wounded watersheds and ecosystems.
  • We call for legal recognition of access to safe water and culturally appropriate food as basic universal human rights.
  • We support reparations associated with climate chaos and the harm this has caused to Indigenous and other land and water-based communities in the U.S. and the world. The primary reparations must involve investments to return Native lands to rightful Indigenous care-giver heirs and to heal the colonial wounds suffered by the land, water, air, and people.  


Endnotes
[1] Gubernot, Diane M et al. 2015. Characterizing occupational heat-related mortality in the United States, 2000-2010: An analysis using the Census of Fatal Occupational Injuries database. American Journal of Industrial Medicine 58:2: 203-11.
[2] Nabhan, Gary P. 1997. Cultures of Habitat: On Nature, Culture, and Story. Washington DC: Counterpoint. Nazarera, Virgina, Ed. Ethnoecology: Situates Knowledge, Located Lives. Tucson: U. Arizona Press.
[3] Elias, E. H., et al., 2015. Assessing climate change impacts on water availability of snowmelt- dominated basins of the Upper Rio Grande basin. Journal of Hydrology: Regional Studies 3: 525- 46. URL:http://dx.doi.org/10.1016/j.ejrh.2015.04.004. Peña, Devon G. 2019. “Climate Chaos, Acequias, and Land Grants Sin agua no hay vida, sin tierra no hay paz.” Paper presented at the 46th Annual Conference of the National Association for Chicana and Chicano Studies, Thematic panel: “Land and Water Wisdom: Exercising Cultural Resistance and Sustainability Practices.” Albuquerque, NM, April 4-6, 2019.
[4] United Church of Christ. 1987. Toxic Waste and Race in the United States. Commission for Racial Justice. New York.
[5] United Church of Christ. 2007. Toxic Waste and Race at Twenty. Commission for Racial Justice. New York.
[6] American Lung Association. 2019. State of the Air Report https://www.lung.org/our- initiatives/healthy-air/sota/
[7] Goldman Sachs. 2019. Sustainable Growth: Taking a Deep Dive into Water. URL: https://www.goldmansachs.com/insights/clean-technology-and- renewables/cohen/report.pdf. Accessed October 10, 2019.
[8] Schaider, Laurel, Lucien Swetschinski, Christopher Campbell, Ruthann Rudel. 2019. “Environmental justice and drinking water quality: are there socioeconomic disparities in nitrate
levels in U.S. drinking water?” Environmental Health 18(3) URL: https://ehjournal.biomedcentral.com/articles/10.1186/s12940-018-0442-6#Abs1
[9] Community Water Center. 2016. “Are We Providing Our School Kids Safe Drinking Water? An
Analysis of California Schools Impacted by Unsafe Drinking Water.” Full Report available at URL: https://d3n8a8pro7vhmx.cloudfront.net/communitywatercenter/pages/824/attachments/original/1462656752/CWC_MCL_05.07.16a.pdf? 1462656752
[10] Gallegos, Joseph. 2017. “Chicos del horno: A Local, Slow, and Deep Food.” In Mexican-Origin Foods, Foodways, and Social Movements: Decolonial Perspectives. Eds. Devon G. Peña, et al. Fayetteville: University of Arkansas Press.
[11] Pardo, Mary. 1998. Mexican American Women Grassroots Community Activists. Philadelphia: Temple University Press.
[12] Pulido, L. 1996. Environmentalism and economic justice: Two Chicano struggles in the Southwest. University of Arizona Press.
[13] Diaz, David. 2005. Barrio Urbanism: Chicanos, Planning and American Cities. New York: Routledge.
Posted 3 weeks ago by Devon G. Peña