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Author: Jesus Jesse Esparza Publisher: University of Oklahoma Press ISBN: 0806193395 Category : History Languages : en Pages : 309
Book Description
In 1929, a Latino community in the borderlands city of Del Rio, Texas, established the first and perhaps only autonomous Mexican American school district in Texas history. How it did so—against a background of institutional racism, poverty, and segregation—is the story Jesús Jesse Esparza tells in Raza Schools, a history of the rise and fall of the San Felipe Independent School District from the end of World War I through the post–civil rights era. The residents of San Felipe, whose roots Esparza traces back to the nineteenth century, faced a Jim Crow society in which deep-seated discrimination extended to education, making biased curriculum, inferior facilities, and prejudiced teachers the norm. Raza Schools highlights how the people of San Felipe harnessed the mechanisms and structures of this discriminatory system to create their own educational institutions, using the courts whenever necessary to protect their autonomy. For forty-two years, the Latino community funded, maintained, and managed its own school system—until 1971, when in an attempt to address school segregation, the federal government forced the San Felipe Independent School District to consolidate with a larger neighboring, mostly white school district. Esparza describes the ensuing clashes—over curriculum, school governance, teachers’ positions, and funding—that challenged Latino autonomy. While focusing on the relationships between Latinos and whites who shared a segregated city, his work also explores the experience of African Americans who lived in Del Rio and attended schools in both districts as a segregated population. Telling the complex story of how territorial pride, race and racism, politics, economic pressures, local control, and the federal government collided in Del Rio, Raza Schools recovers a lost chapter in the history of educational civil rights—and in doing so, offers a more nuanced understanding of race relations, educational politics, and school activism in the US-Mexico borderlands.
Author: Jesus Jesse Esparza Publisher: University of Oklahoma Press ISBN: 0806193395 Category : History Languages : en Pages : 309
Book Description
In 1929, a Latino community in the borderlands city of Del Rio, Texas, established the first and perhaps only autonomous Mexican American school district in Texas history. How it did so—against a background of institutional racism, poverty, and segregation—is the story Jesús Jesse Esparza tells in Raza Schools, a history of the rise and fall of the San Felipe Independent School District from the end of World War I through the post–civil rights era. The residents of San Felipe, whose roots Esparza traces back to the nineteenth century, faced a Jim Crow society in which deep-seated discrimination extended to education, making biased curriculum, inferior facilities, and prejudiced teachers the norm. Raza Schools highlights how the people of San Felipe harnessed the mechanisms and structures of this discriminatory system to create their own educational institutions, using the courts whenever necessary to protect their autonomy. For forty-two years, the Latino community funded, maintained, and managed its own school system—until 1971, when in an attempt to address school segregation, the federal government forced the San Felipe Independent School District to consolidate with a larger neighboring, mostly white school district. Esparza describes the ensuing clashes—over curriculum, school governance, teachers’ positions, and funding—that challenged Latino autonomy. While focusing on the relationships between Latinos and whites who shared a segregated city, his work also explores the experience of African Americans who lived in Del Rio and attended schools in both districts as a segregated population. Telling the complex story of how territorial pride, race and racism, politics, economic pressures, local control, and the federal government collided in Del Rio, Raza Schools recovers a lost chapter in the history of educational civil rights—and in doing so, offers a more nuanced understanding of race relations, educational politics, and school activism in the US-Mexico borderlands.
Author: Julio Cammarota Publisher: University of Arizona Press ISBN: 0816598835 Category : Education Languages : en Pages : 225
Book Description
The well-known and controversial Mexican American studies (MAS) program in Arizona’s Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. Raza Studies: The Public Option for Educational Revolution offers the first comprehensive account of this progressive—indeed revolutionary—program by those who created it, implemented it, and have struggled to protect it. Inspired by Paulo Freire’s vision for critical pedagogy and Chicano activists of the 1960s, the designers of the program believed their program would encourage academic achievement and engagement by Mexican American students. With chapters by leading scholars, this volume explains how the program used “critically compassionate intellectualism” to help students become “transformative intellectuals” who successfully worked to improve their level of academic achievement, as well as create social change in their schools and communities. Despite its popularity and success inverting the achievement gap, in 2010 Arizona state legislators introduced and passed legislation with the intent of banning MAS or any similar curriculum in public schools. Raza Studies is a passionate defense of the program in the face of heated local and national attention. It recounts how one program dared to venture to a world of possibility, hope, and struggle, and offers compelling evidence of success for social justice education programs.
Author: Christine E. Sleeter Publisher: Multicultural Education ISBN: 0807763454 Category : Education Languages : en Pages : 177
Book Description
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
Author: Jimmy Patiño Publisher: UNC Press Books ISBN: 1469635577 Category : Social Science Languages : en Pages : 357
Book Description
As immigration from Mexico to the United States grew through the 1970s and 1980s, the Border Patrol, police, and other state agents exerted increasing violence against ethnic Mexicans in San Diego's volatile border region. In response, many San Diego activists rallied around the leadership of the small-scale print shop owner Herman Baca in the Chicano movement to empower Mexican Americans through Chicano self-determination. The combination of increasing repression and Chicano activism gradually produced a new conception of ethnic and racial community that included both established Mexican Americans and new Mexican immigrants. Here, Jimmy Patino narrates the rise of this Chicano/Mexicano consciousness and the dawning awareness that Mexican Americans and Mexicans would have to work together to fight border enforcement policies that subjected Latinos of all statuses to legal violence. By placing the Chicano and Latino civil rights struggle on explicitly transnational terrain, Patino fundamentally reorients the understanding of the Chicano movement. Ultimately, Patino tells the story of how Chicano/Mexicano politics articulated an "abolitionist" position on immigration--going beyond the agreed upon assumptions shared by liberals and conservatives alike that deportations are inherent to any solutions to the still burgeoning immigration debate.
Author: Roman Loimeier Publisher: BRILL ISBN: 9047428862 Category : Social Science Languages : en Pages : 676
Book Description
The present volume is a pioneering study of the development of Islamic traditions of learning in 20th century Zanzibar and the role of Muslim scholars in society and politics, based on extensive fieldwork and archival research in Zanzibar (2001-2007). The volume highlights the dynamics of Muslim traditions of reform in pre-colonial, colonial and post-colonial Zanzibar, focussing on the contribution of Sufi scholars (Qādiriyya, ʿAlawiyya) as well as Muslim reformers (modernists, activists, anṣār al-sunna) to Islamic education. It examines several types of Islamic schools (Qurʾānic schools, madāris and “Islamic institutes”) as well as the emergence of the discipline of “Islamic Religious Instruction” in colonial government schools. The volume argues that dynamics of cooperation between religious scholars and the British administration defined both form and content of Islamic education in the colonial period (1890-1963). The revolution of 1964 led to the marginalization of established traditions of Islamic education and encouraged the development of Muslim activist movements which have started to challenge state informed institutions of learning.
Author: Tyson E.J. Marsh Publisher: IAP ISBN: 1681234106 Category : Education Languages : en Pages : 242
Book Description
While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
Author: Carlos Maldonado Publisher: Routledge ISBN: 1136536590 Category : Social Science Languages : en Pages : 126
Book Description
This work illuminates the founding and brief existence of Colegio Cesar Chavez , founded in the Pacific Northwest in 1973. The work is set within a national and regional context. Colegio Cesar Chavez holds a unique niche in Chicano social and educational history, due to its strong Chicano philosophical roots, alternative educational model, and geographical location. The work highlights the socio-political milieu and issues contributing to the rise and demise of this bold Chicano educational experiment. The history of Colegio Cesar Chavez tells the story of a Chicano struggle for educational and self determination.
Author: Todd M. Mealy Publisher: McFarland ISBN: 1476641501 Category : Education Languages : en Pages : 233
Book Description
In 1935, W.E.B. Du Bois asked, "Does the Negro need separate schools?" His stunning query spoke to the erasure of cultural relevancy in the classroom and to reassurances given to White supremacy through curricula and pedagogy. Two decades later, as the Supreme Court ordered public schools to desegregate, educators still overlooked the intimations of his question. This book reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the center of the pedagogical mission.
Author: Genaro Gonzàlez Publisher: Arte Publico Press ISBN: 9781611922554 Category : Fiction Languages : en Pages : 276
Book Description
The late 1960s was a heady time to come to adulthood, even in deep South Texas. When the narrator of The Quixote Cultknown simply as De la Obegins college, he discovers a world of political activists, Vietnam veterans, small-time drug dealers, and academic opportunists unlike anything he and his friend Lucio ever experienced in the barrio. And the more he sees of the fighting between La Raza revolutionaries, union members, political bosses, and paramilitary protesters, the more De la O wonders if the preaching of Chicano brotherhood isnÍt simply the flowering of another crackpot cult. But as he encounters day-care radicals, tilts at institutional windmills, and learns about St. Che and other icons, De la O also meets such living wonders as the Jewish Aztec Princess and The Brown Barbie. The Quixote Cult confirms Genaro GonzàlezÍs reputation as a rambunctious, quirky writer whose characters, as The Nation wrote, ñcombust into their own living, full-colored realityîeven as they take on such important hippie-era questions as ñYou guys do bathe, donÍt you?î
Author: Jesus Jesse Esparza
Author: Jesus Jesse Esparza
Author: Julio Cammarota
Author: Christine E. Sleeter
Author: Asad Raz̤ā
Author: Jimmy Patiño
Author: Roman Loimeier
Author: Tyson E.J. Marsh
Author: Carlos Maldonado
Author: Todd M. Mealy
Author: Genaro Gonzàlez