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Papers by José M . Aguilar-Hernández

Aztlan: A Journal of Chicano Studies, 2024

This is an oral history on the life of Cindy Montañez, one of the hunger strikers in 1993 for a C... more This is an oral history on the life of Cindy Montañez, one of the hunger strikers in 1993 for a Chicana/o Studies Department at UCLA. Montañez passed away in October of 2023.

First-Generation Faculty of Color

Association of Mexican American Educators Journal, 2021

On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP... more On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students’ historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants’ identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis ...

Latino Studies Journal, 2021

This article chronicles the strategies and efforts Chicana/o and Latina/o student activists emplo... more This article chronicles the strategies and efforts Chicana/o and Latina/o student activists employed in the demand and creation of the César E. Chávez Center for Higher Education (CECCHE) at Cal Poly Pomona (CPP) between 1990 and 1995. We situate the center's establishment as the result of student activism. CPP served as a stage whereon students resisted negative campus racial climate by institutionalizing the CECCHE as a counterspace. Student activism at CPP reflected broader resistance efforts in California in the 1990s. The student leaders, like activists from California's social movements, resisted conservative rhetoric and systemic racism by mobilizing cross-racial coalitions and enacting public protest. Using critical race history, we analyze ten oral histories of students, faculty, and administrators involved in the establishment of CPP's first Chicana/o and Latina/o cultural center. We situate the formation of the CECCHE as an example of student of color commitment to antiracist activism in higher education.

International Journal of Qualitative Studies in Education, 2020

This article argues that intersectional pedagogies are one way to cap- ture the experiences of Qu... more This article argues that intersectional pedagogies are one way to cap- ture the experiences of Queers of Color, specifically in higher education classrooms. Using critical pedagogies and critical race theory in educa- tion, the author makes the case for the need to intentionally center race and sexuality within pedagogical approaches and curriculum, what they call “Queer Critical Race Pedagogy.” Using autoethnography, the author reflects on three pedagogical practices that center race and sexuality and finds that employing a QCRP is critical because the repre- sentation of Queers of Color in the classroom, course materials, and as historical actors are significant to disrupt erasure and silence in curricu- lum. The author concludes that QCRP can lead students of diverse back- grounds to commit to social change.

Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies, 2020

This manuscript serves as the introduction to an invited special issue "Grounding Emerging Schola... more This manuscript serves as the introduction to an invited special issue "Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies" that reflects new thinking that is grounded in queer and trans* of color and U.S. feminist of color theoretical and conceptual frameworks. This collection illustrates how queer and trans* Chicana/o/x and Latina/o/x pedagogies are drawing from U.S. feminist of color writing and queer of color critique, highlighting important engagements not only in reclaiming and tracing our pedagogical practices in education but also new theoretical insights into queer and trans* scholarship that has taken creative interdisciplinary approaches to education research. The possibilities of the scholarship featured in the journal allows for fresh perspectives in youth studies and provocative embodied projects with Chicana/o/x and Latina/o/x college students and their queer and trans* Chicana/o/x and Latina/o/x instructors.

"White" Washing American Education, 2016

Using oral history, this chapter chronicles the student leadership that led to the establishment ... more Using oral history, this chapter chronicles the student leadership that led to the establishment of the UCLA César E. Chávez Department of Chicana/o Studies at UCLA (now the UCLA César E. Chávez Department of Chicana/o and Central American Studies) between 1990-1993. The chapter situates the diverse student leadership within the 1990s tense racial climate in California and higher education.

Center for Critical Race Studies at UCLA, 2018

In the spring of 2018, two anniversaries were commemorated in the history of Chicana/o/x1 student... more In the spring of 2018, two anniversaries were commemorated in the history of Chicana/o/x1 student activism in Los Angeles, California: the 50th anniversary of the 1968 Blowouts and the 25th anniversary of the 1993 hunger strike for a Chicana/o Studies department at UCLA. Although separated by time and space (the blowouts were in Eastern Los Angeles and UCLA is in Westwood) both events are part of a broader history of resistance, demonstrating that Students of Color are historically committed to resisting racial inequality in educational institutions.

Book Reviews by José M . Aguilar-Hernández

Aztlan: A Journal of Chicano Studies, 2019