The impact of Brown on the Brown of South Texas: A micropolitical perspective on the education of Mexican Americans in a South Texas community (original) (raw)
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2015
pivotal event in the educational history of Mexican American students in south Texas. It presents elements of the Civil Rights Movement, including the Brown decision, the rise of Mexican American political organizations, and the actions of communityyouth. The authors use oral histories that they and their high school students produced between 1997 and 2002, through the work of the Llano Grande Centerfor Research and Development, a nonprofit organization founded by the authors and their students. Through the use of secondary literature, local stories, and micro-macro integrative theory, this study describes how the Brown decision and other national events affected Edcouch-Elsa schools between 1954 and 1968.
International Journal of Qualitative Studies in Education, 2018
This article documents the emergence of a Mexican-American political consciousness in a Central Texas Community and the efforts to dismantle decades of inequitable, exclusionary educational policies and practices. We take readers into a community on the verge of profound change by exploring primary historical data and situating the voices of community leaders in a historical context. We employ a theory of change framework (RASPPA) to chronicle a community's response to macro-level societal changes. To understand the need for Mexican-American activism in Central Texas, we providing a survey of literature that chronicles Mexican-American experience in Texas. This is a story about a community realizing its political capacity and leveraging its own agency for change. We take a walk-through history and use place, race, identity and courage to inform a new vision for educational equity.
Association of Mexican American Educators Journal
This essay recounts the efforts by various groups throughout Texas with a special emphasis on the Rio Grande Valley to implement Mexican American Studies at the turn of the twenty-first century. We offer a historical timeline of events that demonstrates how the Mexican American Studies course came into existence. We also detail the way in which some Mexican American Studies courses were implemented. In other cases, we describe the way different groups were able to offer professional development to teachers to help them incorporate more Mexican American Studies content in their non-Mexican American studies courses or provide the community with the resources on how to include Mexican American Studies at their school. The common theme throughout is an undeniable resistance and mobilization on the part of many, hundreds, of educators, students, and community members to ensure that the youth do not continue to receive a whitewashed education, to ensure that students receive a more accura...
Brown v. Board of Education (1954) was a landmark decision that was the result of decades of efforts by grassroots activists and civil rights organizations to end legalized segregation. A less well-known effort challenged the extralegal segregation of Mexican American students in the Southwest. I combine original research and research synthesis to explore the connections between these legal campaigns. Three key differences between African American and Mexican American segregation had important implications for the legal strategies in the latter: (a) de jure versus extralegal segregation; (b) the legal whiteness of Mexican Americans; and (c) the racialization of language. While both sets of lawsuits drew on social science research to challenge segregation, differences in timing and legal arguments seem to have prevented sustained connections between the two efforts.
Schooling La Raza: A Chicana/o Cultural History of Education, 1968-2008
2011
Chapter 4. The Ganas to Compete: Jaime Escalante's "Manly Pedagogy and the Politics of Teaching "Calcúlus" in Stand and Deliver….... Epilogue…………………………………………………………………… Works Cited……………………………………………………………….. and 'get' an education in the US? In posing these questions, I foreground the aspects of Chicana/o identities that are most influenced by 'school,' as well as other formal and informal educational experiences and pedagogical relationships. I turn to representations, narratives, and histories of schooling as represented in an array of Chicana/o cultural texts that, when taken together, help us to identify and articulate how Chicana/o subjectivity formations emerge in educational spaces and pedagogical relationships. I began to look for answers to these questions in my own backyard. I began this project in earnest in early 2008, the year that marks the fortieth anniversary of the 1968 East Los Angeles high school walkouts. 2 Living in East L.A., less than three blocks away from my childhood family home, put me in the center of many community and statewide commemorations, celebrations, conferences, and other organized acts of public remembering-held at East Los Angeles College, Hazard Park, and other East L.A. landmarks and spaces associated with the walkouts-that took place beginning in March of 2008 and continued throughout the year. I watched Walkout, the Edward James Olmos docudrama about the 1968 Blowouts, and I attended conferences and other events featuring many of the student activists and their renowned teacher-mentor, Sal Castro. These 40 th anniversary events were well-attended by current high school students and former 1968 student activists from Lincoln, Garfield, Roosevelt, Belmont, and Wilson High Schools, as well as area Chicana/o-Latina/o and Ethnic Studies faculty, community performances, and films in the chapters that follow, I will be specific and make distinctions when necessary or appropriate. 2 The 1968 East L.A. Blowouts were not the first of such student boycotts-"blowouts" were recorded as early as 1910 in Texas (Valencia 43), but they were the largest according to most historians of Chicana/o social movements.