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Monday, November 08, 2021

This tribe helped the Pilgrims survive for their first Thanksgiving. They still regret it 400 years later.

It made me sad to read this story of the Wampanoags who suffered directly the consequences of settler colonialism. Not that we all have not, but no one can tell this specific story but them. As we embark on the Thanksgiving holiday, let's not turn a blind eye toward the injustices of the past as these find ongoing expression in the present. 

To alleviate injustice, we can each do our part. We must educate ourselves, for example, on a core issue of Indigenous Food Sovereignty. Accordingly, here is a May, 2021 report [pdf] on the matter authored by Olivia Chan and Joel Anderson titled, "Cultivating Resilience in Indian Country An Assessment of COVID-19's Impact on Tribal Food Systems." 

The authors document a chronic problem of barriers to food access and land that directly impacts environmental and economic problems Native Americans face in Indian Country today that the pandemic has exacerbated. Moreover, their food and land sovereignty is a matter of self interest to the whole as good nutrition and well-being is of benefit to all.

In this vein, here is a breathtaking piece I just came across on ancestral knowledge and wisdom in relation to "forest gardens" in British Columbia titled, "Pacific Northwest's ‘forest gardens' were deliberately planted by Indigenous people." Technological achievements like these—and there are many—rival anything we might imagine as singular or exceptional in the Western world. Without a doubt, Indigenous ancestral knowledge and wisdom is life-saving knowledge both for ourselves and the planet.

-Angela Valenzuela

This tribe helped the Pilgrims survive for their 

first Thanksgiving. They still regret it 400 years 

later.

Long marginalized and misrepresented in U.S. history, 

the Wampanoags are bracing for the 400th anniversary 

of the first Pilgrim Thanksgiving in 1621



Anita Peters, who is Mashpee Wampanoag and goes by the name Mother Bear, packs up the traditional clothing and furnishings from the wetu, a traditional bark-covered wood-framed building that is part of the Mashpee Wampanoag Indian Museum 30 miles from Plymouth, Mass. (Josh Reynolds for The Washington Post)

By Dana Hedgpeth | Nov. 4, 2021
Today at 8:00 a.m. EDT

PLYMOUTH, Mass. — Overlooking the chilly waters of Plymouth

Bay, about three dozen tourists swarmed a park ranger as he recounted 

the history of Plymouth Rock — the famous symbol of the arrival of the 

Pilgrims here four centuries ago.


Nearby, others waited to tour a replica of the Mayflower, the ship that carried the Pilgrims across the ocean.


On a hilltop above stood a quiet tribute to the American Indians who helped the starving Pilgrims survive. Few people bother to visit the statue of Ousamequin — the chief, or sachem, of the Wampanoag Nation whose people once numbered somewhere between 30,000 to 100,000 and whose land once stretched from Southeastern Massachusetts to parts of Rhode Island.


Long marginalized and misrepresented in the American story, the Wampanoags are braced for what’s coming this month as the country marks the 400th anniversary of the first Thanksgiving between the Pilgrims and Indians.


But the actual history of what happened in 1621 bears little resemblance to what most Americans are taught in grade school, historians say. There was likely no turkey served. There were no feathered headdresses worn. And, initially, there was no effort by the Pilgrims to invite the Wampanoags to the feast they’d made possible.


Just as Native American activists have demanded the removal of Christopher Columbus statues and pushed to transform the Columbus holiday into an acknowledgment of his brutality toward Indigenous people, they have long objected to the popular portrayal of Thanksgiving.


Thanksgiving’s hidden past: Plymouth in 1621 wasn’t close to being the first celebration


For the Wampanoags and many other American Indians, the fourth Thursday in November is considered a day of mourning, not a day of celebration.


Because while the Wampanoags did help the Pilgrims survive, their support was followed by years of a slow, unfolding genocide of their people and the taking of their land.


To learn the history of the Wampanoags and what happened to them after the first Thanksgiving, a visitor has to drive 30 miles south of Plymouth to the town of Mashpee, where a modest, clapboard museum sits along a two-lane road. Outside, there’s a wetu, a traditional Wampanoag house made from cedar poles and the bark of tulip poplar trees, and a mishoon, an Indian canoe.

0:04 / 2:58
In this video, Native Americans demonstrate how their ancestors lived, and retell the relationship 
between the Wampanoag tribe and the English Pilgrims. (Courtesy of SmokeSygnals/Plymouth 400)

in

In this video, Native Americans demonstrate how their ancestors lived, and retell the relationship between the Wampanoag tribe and the English Pilgrims. (Courtesy of SmokeSygnals/Plymouth 400)


Inside the three-room house sits Mother Bear, a 71-year-old Mashpee Wampanoag, hand-stitching a deer skin hat. She’s lived her whole life in this town and is considered one of the keepers of the Wampanoag version of the first Thanksgiving and how the encounter turned into a centuries-long disaster for the Mashpee, who now number about 2,800.


That story continues to get ignored by the roughly 1.5 million annual visitors to Plymouth’s museums and souvenir shops. The Wampanoag museum draws about 800 visitors a year.

Paula Peters, a Mashpee Wampanoag who is an author and educator on Native American history, said “we don’t acknowledge the American holiday of Thanksgiving … it’s a marginalization and mistelling of our story.”


‘The Great Dying’



A statue of Ousamequin, the chief, or sachem, of the Wampanoag Nation, overlooks Plymouth Bay. (AP Photo/David Goldman)


The Wampanoags, whose name means “People of the First Light” in their native language, trace their ancestors back at least 10,000 years to southeastern Massachusetts, a land they called Patuxet.


In the 1600s, they lived in 69 villages, each with a chief, or sachem, and a medicine man. They had “messenger runners,” members of the tribe with good memories and the endurance to run to neighboring villages to deliver messages.


They occupied a land of plenty, hunting deer, elk and bear in the forests, fishing for herring and trout, and harvesting quahogs in the rivers and bays. They planted corn and used fish remains as fertilizer. In the winter, they moved inland from the harsh weather, and in the spring they moved to the coastlines.


They had traded — and fought — with European explorers since 1524.


In 1614, before the arrival of the Pilgrims, the English lured a well-known Wampanoag — Tisquantum, who was called Squanto by the English — and 20 other Wampanoag men onto a ship with the intention of selling them into slavery in Malaga, Spain. Squanto spent years trying to get back to his homeland.


During his absence, the Wampanoags were nearly wiped out by a mysterious disease that some Wampanoags believe came from the feces of rats aboard European boats, while other historians think it was likely small pox or possibly yellow fever.


Known as “The Great Dying,” the pandemic lasted three years.


By the time Squanto returned home in 1619, two-thirds of his people had been killed by it. The English explorer Thomas Dermer described the once-populous villages along the banks of the bay as being “utterly void” of people.


In 1620, the English aboard the Mayflower made their way to Plymouth after making landfall in Provincetown. The Wampanoags watched as women and children got off the boat.


They knew their interactions with the Europeans would be different this time.


“You don’t bring your women and children if you’re planning to fight,” said Paula Peters, who also runs her own communications agency called SmokeSygnals.


Powhatan and his people: The 15,000 American Indians shoved aside by Jamestown’s settlers


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Rodolfo F. Acuña: The purpose of Chicano Studies was “to liberate students through literacy”

Beautiful 2012 piece by Dr. Rudy Acuña. His powerful words on the purpose of Chicana and Chicano (or Mexican American) Studies still resonate. Liberation is simply not achievable without a vigorous life of the mind that a critical education provides. Expressed differently, literacy gets corrupted when it's about testing companies making tests, young people hopefully scoring highly on them, and even internalizing the results as saying something meaningful about them.

Once we relax these assumptions about students' test scores, we must ask not only why they have such a grip on both students' and educators' lives, but also what they say about students' education? 

Dr. Acuña provides some key insights that link pedagogy to the practice of freedom.

-Angela Valenzuela


Rodolfo F. Acuña: The purpose of Chicano Studies was “to liberate students through literacy”


By Rodolfo F. Acuña

June 13, 2012

LatinaLista

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”-Paulo Freire. Pedagogy of the Oppressed

I always start a meeting with the farm worker handclap in a tribute to University of Arizona Professor Mark Stegeman, the former president of the Tucson Unified School District, who as a pretext for eliminating the TUSD’s Mexican American Studies (MAS) Program, said that he went after MAS because after listening to Mexican Americans use the clap, he knew that Mexican American Studies was a cult. Stegeman’s statement proves my mother’s saying that “Para pendejo no se estudia. Se nace.”

I joined the struggle to Save Ethnic Studies in Arizona because the stupidity of xenophobes and their intent to destroy all the educational reforms that Mexican Americans have struggled for.

In this context I pay tribute to Paulo Freire who has become a legend so much so that we know the legend, but have contesting views of Freire. Our understanding of Freire and his relevance differ due to the fact that several generations separate us and time has a way of distorting reality. In other words, we do not have a common epistemological base, although we are all concerned with education.

Not everyone wants to be educated, however. The forces who benefit from the status quo want this generation to conform to their interests. Consequently, they see Freire as a subservice and worse, according to them, un-American. This is at the crux of the inquisition in Tucson.

When I first read Freire, it was in the context of another time. He was not a legend yet but one among other progressive educators.

The Sixties were a time when we wanted to transform society and create the underpinnings of a democratic and just society. Educators such as Freire were the antithesis of today’s “No Child Left Behind” which reduces learning to indoctrination with subject matter drilled into students.

Education today is reduced to “Roses are red and violets are blue” with no other answer acceptable.

As a junior high school teacher, my education included the great John Dewey who wrote, “Education is not preparation for life; education is life itself.” The purpose of teaching was to educate – to motivate, to engage students to learn – and if they did not, it was your fault not theirs.

Dewey gave literacy a meaning beyond reading the bible. Dating back to the days of Plato and the birth of the notion of democracy literacy has been associated with citizenship.

An American myth is that what makes this nation exceptional is its commitment to public education. The reality is that while Massachusetts Bay Colony had schools, eligibility was limited to race – blacks and Indians could not attend them. As the nation developed, former colonies became states. Compulsory education became more common.

Yet this changed with the growth of cities and the growing number of immigrants; by the second half of the 19th century, education was neither compulsory nor available to the children of immigrants. Reformers fought for compulsory education for the newcomers and the various states passed compulsory education laws — California in 1874 and Texas in 1915. However, the laws were not enforced, especially in the case of migrant children.

As the number of Mexicans grew, organizations such as the Alianza Hispano-Americana and the League of United Latino American Citizens pressed for educational reform. After World War II, educators such as George I. Sánchez demanded better education for Mexican American children and advocated for pedagogies such as bilingual education.

In 1960, the median education of Mexicans in Texas was the third grade and in California the eighth. However, teachers knew that this was an illusion and that large numbers of Mexican Americans were functionally illiterate. They knew that the schools were not teaching Mexicans rather warehousing them.

Reformers were also motivated by Vatican II which began in 1962; it gave birth to Liberation Theology. The poor had the right to enjoy the bounties of the earth – salvation was communal.

This environment produced giants such as Ivan Illich who in 1960 established a center in Cuernavaca, Mexico — CIDOC (Centro Intercultural de Documentación). It was a watering hole for educators and intellectuals throughout the Americas. His books Deschooling Society and Tools of Conviviality were anchors.

Many educators, myself included, looked at a lasting transformation emanating from education. Literacy was not the possession of communism or any other ideology, although note was taken of Mao’s literacy campaign in China.

Educators knew that literacy had broken the isolation of Helen Keller, a blind child with a limited vocabulary. Words freed Keller and words made her a world intellectual.

It did not take much to look around the schoolyard and recognize students mired in poverty and hopelessness. Many would go to jail because of a lack of literacy. I remember teaching literature from Classic Comic Books and occasionally motivating students to read.

I remembered my mother who had been legally blind since the age of four reading the Encyclopedia Britannica peering through the largest magnifying glass I had ever seen. Although she could not help me, she wanted me to read.

In this context I read The Invisible Minority (NEA) in 1966. An essay by a 13 year-old Mexican girl caught my senses:

MeTo begin with, I am a Mexican. That sentence has a scent of bitterness as it is written. I feel if it weren’t for my nationality I would accomplish more. My being a Mexican has brought about my lack of initiative. No matter what I attempt to do, my dark skin always makes me feel that I will fail. Another thing that “gripes” me is that I am such a coward. I absolutely will not fight for something even if I know I’m right. I do not have the vocabulary that it would take to express myself strongly enough…

How could someone who looked at herself in this way learn?

I looked for inspiration to the work of humanist psychiatrist Frantz Fanon. His writings gave me goose pimples:

I ascribe a basic importance to the phenomenon of language. To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of a civilization.

When students created an opening in 1968 and 1969, I became part of the first wave of hires. The mission was to set up a Chicano Studies Department.

My epistemological underpinnings differed from most activists — I did not consider the disciplines to be at the core of Chicano Studies. For me, its purpose was to liberate students through literacy. Its purpose was pedagogical.

This discipline-pedagogy dialogue consumed the next forty-two years. No one seemed to be listening until one day I was invited to speak at the 12th Annual Institute for Transformative Education sponsored by the TUSD Mexican American Studies Department.

I had written about the Arizona-Sonoran Border and published Corridors of Migration (Arizona 2008).

In the early 2000s I accompanied Armando Navarro and others to the border to protest the growing violence against Mexican immigrants. But participating in this conference and witnessing their resurrection of Freire reminded me of an encounter I had had in the 1980s when I got a call to go up to La Paz, the United Farm Workers headquarters.

I was not thrilled at the prospect of spending time there, I was not into rabbit’s food. However, I greatly admired César Chávez.

Much to my surprise when I go there I was introduced to Paulo Freire; César and he were to have a special encuentro. César arrived late and immediately launched into dialectic on how he was in the middle of union business and as a poor man could only control his time so it was a duty to use that time for the union.

I had feared that César was going to get blown away. However, after he finished, Freire got up emotionally and pointed to him and said only one word “praxis.”

My emotions so overwhelmed me at Tucson that I too could only think of the word “praxis” when I met Sean and the MAS teachers. These people were teachers.

So when the “rose are red” people tried to eliminate them I had no other choice but to enlist.

In this struggle I have often recalled the words of Fanon,

Sometimes people hold a core belief that is very strong. When they are presented with evidence that works against that belief, the new evidence cannot be accepted. It would create a feeling that is extremely uncomfortable, called cognitive dissonance. And because it is so important to protect the core belief, they will rationalize, ignore and even deny anything that doesn’t fit in with the core belief.— Frantz Fanon (Black Skin, White Masks)

I understand this but as a teacher I also understand that everyone has the right to be “Me” and feel proud of themselves. Roses can be blue and violets red.

Dr. Rodolfo Francisco Acuña, called the “father of Chicano Studies,” is a historian, professor emeritus, activist and the author of 20 titles, 32 academic articles and chapters in books, 155 book reviews and 188 opinion pieces. Currently, he teaches Chicano Studies at California State University, Northridge.

Saturday, November 06, 2021

"Celebrating Activist Identities this Morning at Academia Cuauhtli," by Angela Valenzuela, Ph.D.

This morning at Academia Cuauhtli (which means Eagle Academy in Nahuatl), the students are learning remotely on Zoom about activist identities. Taught by certified bilingual/dual language teachers, our Saturday school serves bilingual/dual language fourth- and fifth graders attending East Austin schools. This builds on a prior unit on "multiple identities." The next unit is on "migration identities"  and the spring, 2022 unit is on danza Mexica (or Aztec dance or ceremony). Indigeneity is threaded through the entire curriculum. We also don't police the language, but allow for translanguaging that way children are free to codeswitch and simply share what's in their minds or on their hearts. We also engage in singing and every lesson involves music of some kind. Today, it was activist music. Last week, mariachi, where students learned of Indigenous and Africa influences on this beloved genre.

The task today was for children to envision how can people work together to make a change in their community. The overarching questions address the role of power as laid out in a Powerpoint in Spanish:

  • Who has the power?
  • What do they do with it?
  • What can you do when you see an injustice?
  • With whom can you cooperate to pursue change?

It began with song played from a video that all should know titled, "No nos moveran," ("We Shall not be Moved"), followed by a focus on Dolores Huerta who came up with the phrase, "Si se puede!" / "Yes we can!" that Obama used in his campaign for the presidency. They also learned about how Dolores Huerta and César Chávez founded the  United Farmworkers Movement. Students view images and are asked to comment on what the images make them think about. Students comment on seeing slogans about labor unions that want to pass laws that support the rights of farmworkers. A teacher helps them to note that children are also at the protests such they they, too, can be directly involved.

A teacher asks if we ourselves can also help with these efforts. They children exclaim, "Yes, sí se puede!" A sense of joy and empowerment is in the air, teachers and children smiling. Dr. Chris Milk, a Texas State University professor who co-directs Academia Cuauhtli with me and develops the curriculum with our teachers, raises recent news on a weakening of child labor laws because of a lack of workers in the labor force and asks the question of whether this is fair to children. Children said that they didn't think that it would be fair.

Students then went into breakout rooms to discuss an important strike launched by the Austin community known as the 1968 "Economy Furniture Strike" where they get to see César Chávez again in images with the Austin Mexican American community that protests working conditions at the company. Then they see other images, both global and local, so that they can see people engaged in protest. 

Some of these include local independent scholar and activist Martha Cotera who is defending the Mexican American Cultural Center, as well as images from the Black Lives Matters, environmental activists, the Ethnic Studies movement, and the pro-immigrant rights "Families Belong Together" movements.

Then students were then given time to get assemble their materials for a collage activity where they are asked to make this topic of activism personal to them, answering the question through drawings and statements or slogans of "What are some things in their school or community that are not fair? What can you do to achieve change? The activity is free-flowing, allowing children to simply express through visuals their reflections. These are the kinds of statement that appeared on their collages.

  • "Sí se puede cambiar el mundo." [It is possible to make change in the world.]
  • "Pagos justos." [Fair wages]
  • "Diversity." "Celebrate diversity."
  • "Mexicanos necesitan la educación." [Mexicans need education.]
  • "Mexicanos pueden hacer cosas." [Mexicans can do things.]
  • "Educación bilingue es un derecho civil." [Bilingual education is a civil right.]
  • "Ser bilingue es un superpoder."[Being bilingual is a super power.]
  • "Familias juntas." [Families belong together.]
  • "Save the trees."
  • "Corn helps you."
  • "Que orgullo ser bilingue." [Being bilingual makes us proud.]
  • "Sí, podemos juntos." [Together, we can achieve.]
  • "Every vote counts."
  • "We all pay taxes. We have rights."

It's touching to see how the factors of their lives as members of an immigrant, vulnerable, working class community find expression in their comments, conveying the richness, challenges, and complexities of their lives as a minoritized group in Austin. We are so blessed to have our escuelita, our school.

Happy to share a few images from this morning.

-Angela Valenzuela

















Friday, November 05, 2021

Opinion: Why books have become a battlefield in Texas

Important opinion piece in the Washington Post by Karen Attiah on Rep. Matt Krause's reading list that you yourselves can link to here. It's a doozy.

Most importantly, it begs the question of how these books were picked. It's interesting what was NOT picked, as it reflects a bias against Mexican American authors and topics from Texas and the Southwest. Even the recently controversial book, Forget the Alamo, authored by Bryan Burrough, Chris Tomlinson and Jason Stanford failed to make the cut. Never mind Dr. Rodolfo Acuña's  Occupied America or Dr. Emilio Zamora's award-winning book, Claiming Rights and Righting Wrongs in Texas. 

Where is Gloria Anzaldúa's Borderlands/La frontera: The New Mestiza or Cherrie Moraga's Loving in the War Years? I could go on and on. 

These structured omissions suggest that either Rep. Krause isn't a real Texan or he simply lifted this list from somewhere else in the country or both. If he were, he'd be an equal opportunity offender—particularly in light of our great successes at the state board level in getting Ethnic Studies passed. 

In any case, "the list" provides great Christmas gift ideas for our kids who actually have far fewer issues with such topics than adults who pump them up with baggage they'll end up carrying for the rest of their lives—short of, of course, a virtuous education that is inclusive of the richness and diversity of the human experience.

-Angela Valenzuela

Opinion: Why books have become a battlefield 

in Texas



The Texas Capitol is seen on the first day of the 87th legislature's third special session, on Sept. 20, 2021 in Austin. (Tamir Kalifa/Getty Images)

November 1, 2021 at 5:17 p.m. EDT

DALLAS — “Only the very weak-minded refuse to be influenced by literature,” wrote Cassandra Clare in her novel “Clockwork Angel.” A powerful and debilitating strain of such intellectual fragility has been sweeping across red states such as mine. Texas stands at the front lines of America’s thought wars, with books increasingly the battlefield.

Last week, state Rep. Matt Krause (R-Fort Worth), chairman of the House General Investigating Committee, sent school districts a list of more than 800 books and asked that they investigate how many copies are in their classrooms or libraries, as well as the amount of money spent on them. Krause also wants the districts to identify books or content dealing with human sexuality, HIV/AIDS, sexually transmitted diseases and graphic depictions of sex.

And borrowing language from the so-called anti-critical-race-theory laws recently passed in Texas and other states, Krause asked schools to report whether they have books that could make students “feel discomfort, guilt, anguish, or any other form of psychological distress because of their race or sex.” Districts were given until Nov. 12 to respond.

As colder weather approaches, it’s as though Krause plans to use school books to keep us all warm this winter — at the requisite 451 degrees Fahrenheit. Given our rickety power grid, I suppose torching books might tide Texans over for a while.

On a more serious note, looking at Krause’s list, it’s hard not to conjure up images of totalitarian regimes and violent groups that have gone after books throughout history, from Nazi attacks on works considered “un-German” in 1933 to al-Qaeda destroying precious manuscripts in Timbuktu. A gander at Krause’s list reveals an almost exclusive focus on race and racism, sex and sexuality, LGBT issues, abortion and — gasp — even puberty.

Popular anti-racism titles such as Ibram X. Kendi’s “How to be an Antiracist” and Ijeoma Oluo’s “So You Want to Talk about Race” unsurprisingly were targeted. But in general the list seems anything but painstakingly curated. It’s as if someone typed in the keywords “Black,” “racism,” “LGBT,” “gender” and “transgender” and simply poured the results into a spreadsheet. How else to explain the inclusion of Henry Louis Gates Jr.’s chronology "And Still I Rise: Black America since MLK”? How is Tim Hanley’s “Wonder Woman Unbound: The Curious History of the World’s Most Famous Heroine” a possible threat to Texas students?

And as to making students uncomfortable? Many of the titles were written precisely to help developing young people become more comfortable with being and feeling different — whether it be due to their race, gender or sexuality.

For now no bonfires are planned, but really none will be necessary if teachers are scared out of introducing books into classes in the first place, which one imagines is the point of this exercise. There have already been reports of teachers pulling titles preemptively to avoid controversy. Other state-supported educational institutions have felt the pressure, too — this summer, the Bullock Texas State History Museum canceled an event around the launch of “Forget the Alamo,” which challenges whitewashed myths about the fort and the famous battle that took place there.

On one hand, the whole thing reeks of a political stunt that will waste valuable educational time and resources. Krause is challenging Texas Attorney General Ken Paxton in a Republican primary next year. In today’s Texas politics, there is no penalty for going to extremes on the right.But on the other hand, a dangerous blueprint is being written and fine-tuned.

Outside of Texas, GOP leaders and candidates are increasingly using book-banning to burnish their credentials. In Virginia, GOP gubernatorial nominee Glenn Youngkin has seized on the anti-CRT hysteria, producing an ad featuring a White mother in Fairfax County who campaigned to have Toni Morrison’s Pulitzer Prize-winning novel “Beloved” removed from her son’s curriculum. And it doesn’t stop at books. Wisconsin Republicans want to ban specific words, most of which have to do with race and diversity, from the state’s public schools.

It’s not hard to read between the lines. These attacks on books come as a response to the growing power that marginalized people have demonstrated recently in our public discourse. Book-banning, like the Southern Strategy of old, is an effort to harness White fears of a new, more racially equal America.

And so another cycle turns. For as long as the GOP tries to stop new generations from learning from America’s past, we will be doomed to repeat the darkest elements of it.

Thursday, November 04, 2021

Roundtable: "'The Eyes of Texas': Historians’ Perspectives on the Origins of the Song"

Faculty, Students, Friends:

This turned out to be a vigorous conversation on the origins of the Eyes of Texas song and its merits. For those of you that missed this, here is the video of the event that's housed at the "Not Even Past" website: https://notevenpast.org/ihs-roundtable-the-eyes-of-texas-historians-perspectives-on-the-origins-of-the-song/

The outcome for the panelists was that a new song should get written. 

-Angela Valenzuela

Roundtable: "'The Eyes of Texas': Historians’ Perspectives on the Origins of the Song"

Monday November 8, 2021 • Webinar

12:00 PM - 1:30 PM










"The Eyes of Texas" is such a controversial school song that last year the UT President established a Committee to investigate the origins of the song and its evolution over time. The Committee concluded that the song did not have explicit, obvious racist origins. Recently in series of detailed archival studies, Professor Alberto A. Martinez argued that the Committee drew on knowledge that relied entirely on the testimony of an utterly unreliable witness who participated in the creation of the song. This panel will convene to try to establish whether the Presidential Committee got the history of the origins of the song right.

Featuring Historians:

  • Dr. H. W. Brands
    Professor; Jack S. Blanton Sr. Chair in History
    The University of Texas at Austin
  • Dr. Dwonna Naomi Goldstone
    Associate Professor of History, and
    Director, African American Studies Program
    Texas State University
  • Dr. Alberto A. Martínez
    Professor of History, and Director, History and Philosophy of Science
    The University of Texas at Austin

Co-Moderators:

  • Dr. Jorge Cañizares-Esguerra
    Alice Drysdale Sheffield Professor of History; and Director, Institute for Historical Studies,
    The University of Texas at Austin
  • Dr. Edmund T. Gordon
    Vice Provost for Diversity, Office of the Executive Vice President and Provost; Executive Director of Commemorative and Contextualization Projects; Associate Professor, African and African Diaspora Studies and John L Warfield Center for African and African American Studies,
    The University of Texas at Austin

Queries/Contact: cmeador@austin.utexas.edu


Event details: https://bit.ly/3GHnfZ9

Please register at the link below in order to receive the link to access the event: https://utexas.zoom.us/webinar/register/WN_-jbR7mbFSemo1Od3lYjroA