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looks like 40 years of Chicano studies has enabled and propelled Latino gangs and gang crime
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This is what to expect after 40 years of Chicano studies in place of AMERICAN ones!Comment
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This is really a great thread. Thanks so much for all the research, postings and insight in regards to the schools and race relations. It confirms what most of us have known for years, yet those who get quoted by the press seem have kept hidden as long as possible. Even with all the brainwashing by our politicians and media, there are still those who continue to ask questions and know the truth.
The time has come, due to our dwindling resources, to start asking the hard questions and demanding the honest facts of why more and more each year, we are starting to resemble a third world county. The illiteracy and poverty have grown to the point where it cannot be ignored any longer.Comment
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The failure of Chicano studies isn't the failure of Chicanistas to ursurp the educational system or insert themselves into politics (as evidenced by that loony bin masquerading as the California State Legislature).
The failure is that the Chicano "visionaries" of the early years miscalculated the effect of cultural memory of Mexico and the imprint of its history on its people as well as many who are derived from both Mexico and America but belong to neither.
Including the founders of the movement.
Yet, let's bring in more Mexico to make America into something radical, racist Chicanismo can't actually live with but pretends to be - Mexico and Mexican. (Why else would they push such a selectively interpreted parody of Mexican culture in school?)
Take Villaraigosa, for example. He was a radical Mechista who instigated a lot of shit for his racist cause in college. Which, of course, he now has to distract from whenever it is brought up. Makes him look so like a racist. Politics, you know.
Now that he is the Mayor of Los Angeles, what is he presiding over?
A bankrupt bag filled full of imported foreign poverty and an over sized number of their American born children throwing it all away through ignorance and fratricide.
With rich white people still living on the hill getting non stop richer from it all.Last edited by ilbegone; 10-10-2009, 12:57 AM.Comment
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Part One
Department of Chicana and Chicano Studies
University of California, Santa Barbara
*
Chicana/o Studies 168E
The History of Chicano Movement
Winter 2007
Instructor: Roberto Hern�ndez
Time: Mon & Wed 10-11:15am
Email: [email protected]
Place: GIRVETZ 2115
************************************************** ************************************************** ***Mailbox: 1713 South Hall
Office: 4511 South Hall
Course Website: http://socrates.berkeley.edu/~tochtli
Office Hours: Tues 2-4pm or by appt.
****************************************** ************************************************** ** *
Course Description: This course is an introduction and examination of the Chicano Movement of the 1960's and 1970's.
We will consider the historical context, political institutions, cultural formations, questions of identities and resistance that gave rise to El Movimiento.
The course will consider both the History and Historiography of the Chicano Movement and analyze its ongoing legacies. As such, we will investigate the mobilization of diverse groups of people including farm workers, students, youth, community activists, women and artists.
In particular, we will explore the various issues and struggles that Chicanas and Chicanos organized themselves around, such as labor rights, education, the Vietnam War, police brutality, racism, sexism, class exploitation, political exclusion, and cultural awareness/recovery.
Students will gain insight into diverse ideologies, theories and legacies of the Chicano Movement and consider their relevance for contemporary issues, debates and scholarship in the interdisciplinary field of Chicana/o Studies.
*
*Objectives: Students completing CH ST 168E will be familiar with:
�***** History of the Chicano Movement and organizations
�***** History of the fields of Chicana Studies and Chicano Studies
�***** Intellectual History of various Chicana/o Studies theories
�***** Contemporary relevance and relationship between Chicana/o movement, Chicana/o Studies' intellectual production and society at large
Required Readings:
*
Ernesto Ch�vez, ��Mi Raza Primero!� Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles, 1966-1978. Los Angeles: University of California Press, 2002.
George Mariscal, Brown-Eyed Children of the Sun: Lessons from the Chicano Movement, 1965-1975.* Albuquerque: University of New Mexico Press, 2005.
Lorena Oropeza and Dionne Espinoza, Enriqueta Vasquez and the Chicano Movement: Writings from 'El Grito del Norte'.* Houston: Arte P�blico Press, 2006.
*
COURSE READER: Additional readings will be in a Course Reader that will be available at Alternative Copy in Isla Vista (6556 Pardall Rd; 805-968-1055) by the end of the week.
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HANDOUTS: On a few occasions, I may supplement some of the book and reader material with short handouts. When this is the case, I will announce it in advance.
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Organization of Course:* This will be a lecture/discussion-based course, which will require you actively and critically read and engage the course materials. The course will also be focused on developing your research and writing skills. Students will have a written midterm (3 pages) and a written final (4 pages) that will emphasize critical thinking, analysis and writing. You will also conduct a multi-phased, historical research project (10-12 or 12-15 pages).
Course Requirements/Grading Scale:
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ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSIONS************* 10%
Your presence/participation is vital your success.* Active participation requires that you complete readings before class, come prepared to discuss and share your own insights, questions, and criticisms. More than two unexcused absences will lower your grade.* If you need to miss class, please let me know ahead of time.
*
Facilitate Discussion: You will be responsible for leading one discussion on an assigned reading. This includes a brief summary of the main arguments and ideas and bringing points of discussion for the class, such as your own questions, things you appreciated about the article, a critical assessment, how it relates to larger questions or themes we�ve studied or to other authors� arguments and/or ideas.
*
MIDTERM: 3 pages written, take home exam—
(DUE: Monday, Feb. 12)******** 20%
The midterm will be based on the readings, lectures and films. It will require that you show understanding of the course material, both in content and analysis. Two possible questions will be provided and you must choose one to write about.
*
MULTI-PHASED RESEARCH PAPER
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Topic Statement: One paragraph—
(DUE: Monday, Jan. 29)****************************** 5%
Identify your research topic and relate it to course themes.
Your research topic must be approved before proceeding.
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Annotated Bibliography—
(DUE: Wednesday, Feb. 21)************************************* 15%
Identify at least three books and three articles you will use for your paper.
Write three sentences on the relevance of each or a two-page literature review.
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Final Paper: 8-10 pages, w/bibliography—
(DUE: Wednesday, March 14)* 30%
Make sure to make use of Office Hours early and throughout the Quarter.
*
FINAL EXAM: 4 pages written, exam—
(EXAM DATE: Tuesday, March 20)** 20%
The final exam will be based on the readings, lectures and films after the midterm. It will similarly require that you show understanding of the course material, both in content and analysis. However, two study questions will be provided in advance and on the day of the exam, I will decide which one you will write about.
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EXTRA CREDIT: There will only be one extra credit opportunity (TBA).
NOTE:** All writing for this course must be typed in 12-point font, Times New Roman (or equivalent), double-spaced, with 1� margins and a standard form of citation. All late papers will be penalized. Do not use websites as main sources for your assignments, however you may use official academic journals available on-line. Do not go over length limits given on assignments. If you have difficulties with course requirements please come see me early in the quarter to discuss goals for improvement.
Course Outline / Reading and Lecture Schedule
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Please have readings done for the day that they are listed.
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Week 1: Course and Syllabus Overview and General Introduction
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January 8: ****** Welcoming and Introductions
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January 10: **** History, Historiography, and Chicano Studies
******************** Roberto Rodriguez, "The Origins and History of The Chicano Movement"
******************** http://www.jsri.msu.edu/RandS/research/ops/oc07.html
******************** Handout: First NCCSS (National Caucus of Chicano Social Scientists) Newsletter
*
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Week 2: Historical Overview: Before El Movimiento—Before Chicano Studies
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January 15: **** Martin Luther King, Jr.'s Birthday* (HOLIDAY) ************* NO CLASS
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January 17:***** The Mexican American Generation and Scholarship
Lorena Oropeza, �Raza Si! �Guerra No!: Chapter One (IN READER & On Reserve)
Octavio Romano, "The Anthropology and Sociology of Mexican-Americans" and "The Historical & Intellectual Presence of Mexican-Americans" (IN READER & On Reserve)**********
*
Continued :Comment
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Part Two
Department of Chicana and Chicano Studies
University of California, Santa Barbara
Week 3: The Chicano Movement: From the Fields to the Barrios to Vietnam
January 22 The 'Beginning': The Fight in the Fields
El Plan de Delano, Huelga, Why Delano? and Nothing Has Changed (IN READER)
Luis Valdez and Roberto Rubalcava, "Venceremos!" (IN READER)
Corky Gonzalez, El Plan del Barrio (IN READER)
Chavez, ��Mi Raza Primero!�: Intro and Chapter 1 (pgs. xiii-41)
Film Clips: The Fight in the Fields
January 24 Brown Berets, Chicano Moratorium and El Grito del Norte
Chavez, ��Mi Raza Primero!� Chapters 2, 3 (pgs.42-79)
Oropeza and Espinoza, Enriqueta Vasquez, Intro (ix-liii) and selections (TBA)
Film Clips: Quest for a Homeland
Recommended: Dionne Espinoza, "'Revolutionary Sisters': Women's Solidarity and Collective Identification among the Brown Berets in East Los Angeles. Aztl�n Vol. 26, no. 1 (Spring 2001): 17-58
Week 4: Nationalism? Internationalism? Thinking Through Movement Tensions
January 29 A Nationalist Movement(?): Raza Unida Party, CASA and the Chicano Left
Chavez ��Mi Raza Primero!� Chapter 4, 5 and Afterword (pgs. 80-120)
Mariscal, Brown-Eyed Children, Intro (pgs. ix-24)
January 31 Internationalist Tendencies Within El Movimiento
Mariscal, Brown-Eyed Children, Chapter 1 and 2 (pgs. 25-96)
Elizabeth "Betita" Martinez, "A View from Nuevo Mexico" (IN READER)
Week 5: Examining the Multiple Tendencies in the Chicano Movement
February 5 Paradigmatic Figures: Cesar Chavez, Che Guevara and Enriqueta Vasquez
Mariscal, Brown-Eyed Children, Chapters 3 and 4 (pgs 97-170)
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)
February 7 Black, Brown, Left, and Machista
Mariscal, Brown-Eyed Children, Chapter 5 (pgs 171-209)
Laura Pulido, "Patriarchy and Revolution" (IN READER)
Midterm Questions Handed Out.
Week 6: Power, Positionality, Self-Determination and Self-Reflection
February 12 Los Planes Reconsidered: In-Class Analysis of Los Planes
El Plan Espiritual de Aztlan (IN READER)
El Plan de Santa Barbara, Selections (IN READER)
El Plan de La Raza Unida: Preamble, La C.A.U.S.A., Raza Unida Party: A Call for Self-Determination, New Aztlanes—Fact or Fantasy? Dedicated to La Familia Cosmica and Message to Aztl�n (IN READER)
Brown Berets' 10-Point Program (HANDOUT)
February 14 FILM: Chicano Park
Guest Speaker: (TBA)
Week 7: From Marx to Mao: The National and Colonial Questions
February 19 President's Day (HOLIDAY)
NO CLASS
(But Begin Readings Early As They Will Discuss All on Wednesday Feb. 21)
February 21 Internal Colonialism: Early Debates
Mario Barrera, Carlos Mu�oz, and Charles Ornela, "The Barrio as an Internal Colony" (IN READER) "Chicano: Internal Colony" (IN READER)
Mario Garcia, "Internal Colonialism and the Chicano" (IN READER)
Gil Gonzalez, "A Critique of the Internal Colony Model" (IN READER)
Fred Cervantes, "Chicanos as a Post-Colonial Minority" (IN READER)
Marxism, The National Question, and Chicano Liberation
From ATM, "Unity Statement" [pgs. 2-22] (IN READER)
From "Fan the Flames" [pgs. 1-20, 64-65] (IN READER)
Antonio Rios-Bustamante, "Mexicans in the United States and the National Question" (IN READER)
Week 8 Chicana Feminisms and Gender: From Sex Roles to Patriarchy
February 26 Early Movimiento Chicana Interventions
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)
Adaljiza Sosa Riddell, "Chicanas and El Movimiento" (IN READER)
Maxine Baca Zinn, "Political Familism: Toward Sex Role Equality in Chicano Families" (IN READER)
From Alma Garcia, Chicana Feminist Thought, Selections (HANDOUTS)
Film Clips: La Chicana
February 28 Critical Chicana Feminist and Queer Positionings
Denise Segura and Beatriz Pesquera, "Beyond Indifference and Antipathy: The Chicana Movement and Chicana Feminist Discourse" (IN READER)
Perlita Dicochea, "Chicana Critical Rhetoric: Recrafting La Causa in Chicana Movement Discourse, 1970-1979" (IN READER)
Cherrie Moraga, "Queer Aztl�n: The Re-Formation of Chicano Tribe" (IN READER)
Gloria Anzald�a, "The Homeland, Aztl�n/El otro M�xico" (IN READER)
Week 9: Coming Full Circle and Back Again Through the Generations
March 5 Rethinking Cultural Nationalism: Chicana Feminist Thought and Time
Oropeza and Espinoza, Enriqueta Vasquez, Conclusion (pg. 205-231)
Betita Martinez, From, De Colores Means All of Us :"Ching�n Politics Die Hard" "What Ever Happened to the Chicano Movement?" "Be Down With The Brown!" "�Raza S�! Nationalism . . .?" "Remember Something Ancient, Imagine Something New" and "Building New Roads to Liberation" (w/Max Elbaum) (IN READER)
March 7 Amoxtli San Ce Tojuan: We Are One—Nosotros Somos Uno
Roberto Rodriguez, "Who Declared War on the Word Chicano?" and Other Selections (IN READER & Handouts)
Patrisia Gonzales, Selections (Handouts)
Roberto Hernandez, "Running for Peace and Dignity" (IN READER)
Week 10 Where Do We Go From Here: The Chicano Movement and Chicana/o Studies
March 12 Ignacio Garcia, "Juncture in the Road: Chicano Studies Since El Plan de Santa Barbara" (IN READER)
Film: On Strike
March 14 Conclusions and Wrap-up—Pot Luck
Tips for Research Paper using UCSB's Collections:
General Introduction to the library resources and collections
Basic and Advanced Courses for Library Research
California Ethnic and Multicultural Archives (CEMA):
Chicano Art Digital Image Collection
Tips on How To Prepare for Class Discussion:
The following questions may be helpful to keep in mind when preparing for discussion:
1) What is the author�s central thesis? What is she (he, they) trying to do in the piece?
2) What is the theoretical framework being employed? How is it manifested?
3) What is the author�s positionality(ies)? Do you agree or disagree with the author�s views? Why? Why not? What (if anything) is missing in this piece?
4) How does this piece compare to what we have read so far?
Be prepared to share 1 or 2 questions/critical comments or key words for class discussion.
REMINDERS:
Final Paper Due on the Last Day of Class—Wednesday, March 14 by 4:30pm in my Office
AND
Exam Date: Tuesday, March 20, 2007 from 8:00am-11:00amComment
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Try to push this stuff in Mexico to every day Mexicans:
In particular, we will explore the various issues and struggles that Chicanas and Chicanos organized themselves around, such as labor rights, education, the Vietnam War, police brutality, racism, sexism, class exploitation, political exclusion, and cultural awareness/recovery.
Students will gain insight into diverse ideologies, theories and legacies of the Chicano Movement and consider their relevance for contemporary issues, debates and scholarship in the interdisciplinary field of Chicana/o Studies.
*Objectives: Students completing CH ST 168E will be familiar with:
�***** History of the Chicano Movement and organizations
�***** History of the fields of Chicana Studies and Chicano Studies
�***** Intellectual History of various Chicana/o Studies theories
�***** Contemporary relevance and relationship between Chicana/o movement, Chicana/o Studies' intellectual production and society at large
Recommended: Dionne Espinoza, "'Revolutionary Sisters': Women's Solidarity and Collective Identification among the Brown Berets in East Los Angeles. Aztl�n Vol. 26, no. 1 (Spring 2001): 17-58
February 12 Los Planes Reconsidered: In-Class Analysis of Los Planes
El Plan Espiritual de Aztlan (IN READER)
El Plan de Santa Barbara, Selections (IN READER)
El Plan de La Raza Unida: Preamble, La C.A.U.S.A., Raza Unida Party: A Call for Self-Determination, New Aztlanes—Fact or Fantasy? Dedicated to La Familia Cosmica and Message to Aztl�n (IN READER)
Brown Berets' 10-Point Program (HANDOUT)
Week 8 Chicana Feminisms and Gender: From Sex Roles to Patriarchy
February 26 Early Movimiento Chicana Interventions
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)
Adaljiza Sosa Riddell, "Chicanas and El Movimiento" (IN READER)
Maxine Baca Zinn, "Political Familism: Toward Sex Role Equality in Chicano Families" (IN READER)
From Alma Garcia, Chicana Feminist Thought, Selections (HANDOUTS)
Film Clips: La Chicana
February 28 Critical Chicana Feminist and Queer Positionings
Denise Segura and Beatriz Pesquera, "Beyond Indifference and Antipathy: The Chicana Movement and Chicana Feminist Discourse" (IN READER)
Perlita Dicochea, "Chicana Critical Rhetoric: Recrafting La Causa in Chicana Movement Discourse, 1970-1979" (IN READER)
Cherrie Moraga, "Queer Aztl�n: The Re-Formation of Chicano Tribe" (IN READER)
Gloria Anzald�a, "The Homeland, Aztl�n/El otro M�xico" (IN READER)
Week 10 Where Do We Go From Here: The Chicano Movement and Chicana/o StudiesLast edited by ilbegone; 10-10-2009, 12:28 AM.Comment
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Most Cal States have whole departments devoted to this. While at the same time other departments, teaching the skills needed to advance and contribute in society, are so impacted student have to wait for up to a year for room to open so they may attend those classes. Yet our tax dollars are paying for this MECha crap. And those 'professors' teaching it do not hold those students attending to any kind of a high standard, just attend class and you will pass. They graduate with the knowledge of how to claim they are 'victims' of the gringo, and not much more. If you ever have a discussion with Naui on something other than the Mexicamovement, he wouldn't have a clue as to what you were talking about, except maybe how to post on youtube.
This just ruffles my feathers so much, not just because of the waste of our tax dollars, but the waste of a whole section of society that will not reach anywhere close to what is needed to contribute and succeed for everyone in our society. Being a victim never gets anyone anywhere.Comment
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Your post reminded me of an article in either the Press Enterprise or SB Sun about 2005 -2006. I can't find it right now.
The interviewee was the daughter of illegal aliens who grew up in the Inland Empire and made it to UCLA. The jist of her pre-University life was cruising along without a care in the world, no problems at all, then after just one day in Chicano class " I was like, oh my gosh, I've been exploited".
That struck me. I'll never forget that "revelation".Last edited by ilbegone; 10-10-2009, 11:14 AM.Comment
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I feel I need to restate a post from above:
The failure of Chicano studies isn't the failure of Chicanistas to ursurp the educational system or insert themselves into politics (as evidenced by that loony bin masquerading as the California State Legislature).
The failure is that the Chicano "visionaries" of the early years miscalculated the effect of cultural memory of Mexico and the imprint of its history on its people as well as many who are derived from both Mexico and America but belong to neither.
Including the founders of the movement.
Yet, let's bring in more Mexico to make America into something radical, racist Chicanismo can't actually live with but pretends to be - Mexico and Mexican. (Why else would they push such a selectively interpreted parody of Mexican culture in school?)
Take Villaraigosa, for example. He was a radical Mechista who instigated a lot of shit for his racist cause in college. Which, of course, he now has to distract from whenever it is brought up. Makes him look so like a racist. Politics, you know.
Now that he is the Mayor of Los Angeles, what is he presiding over?
A bankrupt bag filled full of imported foreign poverty and an over sized number of their American born children throwing it all away through ignorance and fratricide.
With rich white people still living on the hill getting non stop richer from it all.Comment
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I want to take this on a slightly different heading, but I might take a couple or few days off from this thread before I do.Comment
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Just for a little diversion, some LA County Cholo humor.
I see this as like Jeff Foxworthy and his Redneck humor - the laugh comes from (however exaggerated or unexpected) how the grain of truth is presented.Man Shoots Self While Posing for Picture
Boyle Heights
Hector Robles won’t be smiling for any cameras anytime soon. From his hospital bed, he warns people to be careful while posing with guns. “I know it looks cool but just make sure you know how to use the safety and don’t point them at yourself.”
Just two days ago Hector, a resident of Boyle Heights California, was rushed to the USC Medical Center after accidentally shooting himself twice while posing with two small hand guns. “I was trying to take a picture to post as my profile for MySpace.com when both guns in my hands somehow went off.” stated Robles.
Hector Robles already has 46 comments on his pictures on MySpace.com.
Most of the comments are from teenage cholas who have left comments like “Damn ese you look sexy eh.”
Does Hector regret taking the picture? “No. Shooting myself, yes.” said Robles. Police told reporters that as soon as Hector is released from the hospital, he will be taken into police custody for having unlicensed firearms.
“It’s all good holmes.” Said Hector, “This is only strike two.”
From Puro Pedo Magazine, which I believe can be loosely translated as "a bunch of bull shit", "just fooling around", or "just kidding".Last edited by ilbegone; 10-12-2009, 09:46 PM.Comment
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Graduation
SANTA BARBARA, CA- UC Santa Barbara graduate Juan Moreno delivered a graduation speech few will forget: a speech riddled with quotes from the Chicano cult movie classic “Bound By Honor: BloodIn, Blood Out.”
Moreno started out in typical fashion, addressing the crowd and thanking the chair of the Chicano Studies Department who introduced him. Then Moreno did the unexpected: he recited verbatim the scholarship acceptance speech of movie character Cruz Candaleria (played by Jesse Borrego).
“My mom was very upset and angry,” said Jaime, Moreno’s brother. “She wasn’t acknowledged at all in the speech. She hit my dad upside the head when Luis thanked his step-mother Dolores. We don’t have a step-mom. My parents aren’t even divorced.”
But Moreno’s homage didn’t end with his recitation of Cruz’s speech. He went on to parrot other quotes that had no clear connection to the graduation or education.
“Most of the time I don’t even pay attention to speakers at graduations,” stated Virginia Lopez, a fellow graduate. “But when I heard him talking about porkchops and calling everyone ‘babycakes’ my ears perked up. I haven’t seen that much stage plagerism since Carlos Mencia performed on campus.”
“As soon as the ceremony was over, I called my secretary and told her to rent me a copy of the movie,” Vice Chancellor Lawrence Sellers stated. “I have no idea what a ‘Chicano u-turn’ is, but I intend to find out.”
The Vice Chancellor said that the graduation speech was so dense with movie references that many attendees had trouble discerning what message Moreno was trying to convey. “Initially when Moreno said ‘Hey, Cinderella! Go find yourself a fella. You’re on the clock bitch and midnight is coming,’ I didn’t know what to think,” he stated.
“But then again, maybe he was reminding the graduates that life is short. That we are all on the clock, so to speak, and that like Cinderella, we should follow our hearts and seek out our dreams,” Sellers mused.
What did the other graduates think? “This ain’t no pinche card game, ese,” Benjamin Flores said. But after some thought, he just shrugged his shoulders and said, “Life’s a risk, carnal.”
By: Angela “Chola” PortilloComment
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