CHST133: Struggles for Equality in Chicana/o Education

7/23/2019 CHST133: Struggles for Equality in Chicana/o Education

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CHST 133 Winter 2016 Stanton-Salazar UCSB Version 1/02 1

Professor Ricardo D. Stanton-Salazar CHST 133Department of Chicana and Chicano Studies M/W 3:30-4:45pm

University of California, Santa Barbara Girvetz 2129Winter 2016

Email: [email protected]: South Hall 1721Office Hours: (During this time) Please schedule all appointments, in person or by email.

Visitations also by special appointment.Website: www.stantonsalazar.com

Biography (last page)

Struggles for Equality in Chicana/o Education

COURSE DESCRIPTION

This course provides an examination of two realities: first, the multiple ways in which theChicano/Mexicano community and its children have endured a history of discrimination and

oppressionwith a focus on the public educational system, and second, the many valiantstruggles for educational equality by the Chicana/o community in the U.S., using both historical

and contemporary lenses.

This course takes a Social Foundations orsociological approach to the study of Chicanas/os in theeducational system. Such an approach takes as its premise that thesocial organizationof public

schools and of our educational system is closely related to the social organizationof society. In thiscourse, we entertain, even interrogate the thesis that (1) the division of people into social classes under

Capitalism, (2) the process ofracializationof people of color, (3) the multiple and pervasive forms

of racism in society, and (4) the subordination of women, have in turned, shaped the experiences ofChicanos and of otherstudents of colorin our public school system. Another way of stating this is,

given what we see in see in society, we see reflected in the school and educational system; thus, wefind (1) the racialization of Mexican-origin students, (2) the racial segregation of their schools and

communities, and (3) the incessant effects of class inequality on schools with a high proportion ofMexican-origin students. In spite the historical struggle for racially integrated schools, in many parts

of the country, we find a school system for middle and upper-middle class students and a schoolsystem for working-class students of color.

Over the years, Marxist and other progressive scholars of education have theorized, often with

empirical data, that the school system has always reflected the majorsocial conflictswe see in society

(e.g., race relations, class conflict). More specifically, the school system exists as a political terrain ofstrugglewhere different segments of society, as well as the Capitalist [corporate] elite, pressure theState to serve its particular interests. Thus, for the past 100 years, many white communities,

particularly the middle and upper classes, have pressured the State to organize the public schoolsystem to protect their advantages, their privileges and resourcesprincipally through racial

segregation and unequal funding schemes. Conversely, we repeatedly see the State capitulating to theorganized struggles of African Americans and Chicano communities that have demanded a

democratic, inclusive, andsocially justeducation system.


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Progressive education scholars have repeated shown that racially-segregated schools areconsequential; the social divisions we see in society regularly shape what we see withinschools

serving students from working-class and poor neighborhoods and families; thus, we find the (1)division of the student body by race, ethnicity, and language status through curriculum tracking

and other methods, (2) insufficient AP courses, (3) the exclusion of parents in school

governance, (4) racist curriculum or the lack of culturally-relevant curriculum, (5) racistlaws that prohibit Ethnic Studies, (6) restrictions placed on quality Bilingual Education, (7)inadequate counseling service, (8) zero tolerance, and other oppressive administrative policies,

(9) oppressive high-stakes testing, (10) inadequate funding of schools, (11), cultural-incompetency of teachers, (12) the lack of recruitment of highly-trained teachers of color, (13)

low-expectations of students, (14) high dropout rates, and (15), few systematic efforts to ensurethe academic achievement of all Chicana/o students and their successful entre into universities.

Indeed, we have seen the doors of Affirmative Action closed due to the fear that the entre of toomany minorities into higher education will inevitably threaten the privileges of the white

middle-class and even the social mobility of the white working class.

Along with the analysis of race, class, gender, the course shall also address the role ofethnicity and culture, urban vs.rural location, immigration status, generational status, income

level, and geographical differences. There exists much confusion about the proper definitionof the concepts of race and racism, due in part to the absence of a commonly shared

framework that characterizes the distinct dimensions of race, and the multiple and distinctforms of racism as they have played out in U.S. history and in contemporary times.

Consistent with the overview provided above, special attention will be paid to a long history

whereby Chicano/Mexicano communities have resisted oppression and mobilized politically.Instances of school reform and any steps toward democratization of those schools serving

predominantly Mexican-origin and Latino students have typically been the result ofpoliticalmobilization, social movements, student protests, and the numerous legal battlesfought and

won in the courtroom.

Finally, the course will also examine the history of Chicana/o student success in our public

school system. Various factors will be examined, including the restructuring of individual

schools in ways that ensure student success, master teachers, peer support, parentinvolvement, social [support] networks, institutional agents, empowerment agents and

access tosocial capital.

The course will employ lectures, classroom group work, class discussions, guest speakers, film,and written assignment to meet our pedagogical objectives. This course is relevant to ANY and

ALL students interested in public education and roles of race relations, ethnicity, immigrantstatus, minority languages, gender/Patriarchy, and social class under Capitalism in the United

States.


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REQUIRED TEXTS

Gandara, Patricia C., and Frances Contreras (2009). The Latino Education Crisis: The

Consequences of Failed Social Policies. Cambridge, MA: Harvard.

San Miguel, Guadalupe (2013).Chicana/o Struggles for Education: Activism in the Community.College Station: Texas A&M.

Stanton-Salazar, R. D. (2001)Manufacturing Hope & Despair:The School and Kin SupportNetworks of U.S.-Mexican Youth. Teachers College Press, Columbia University

(Course Packet) (CP)

Also available to students: supporting curriculum and documents on GauchoSpace.

COURSE REQUIREMENTS, OPPORTUNITIES, AND ACTIVITIES

1. This course requires an active and participatory approach on the part of each student.

Students, as ascendant intellectuals, are expected to do all the class readings, except when theprofessor provides other guidelines. Students are expected to come to class prepared to

discuss the assigned material, both in small groups and with the entire class.

GROUP WORK IN CLASS: Study guidelines for each weeks readings will be offeredthroughout the quarter. During the course of a class session, students will be quickly

organized into small groups: students will pose questions pertaining to the texts, present a

tentative interpretation of an author's thesis, offer personal commentary, volunteer "criticalincidents" in their own lives that pertain to the topic, and connect readings to other previoustexts covered in class. At the end of group work, students will engage professor and peers

in class discussion.

2. It is highly recommended that students meet outside of class to study and discuss the issuescovered in the readings and lectures. Research has shown that the more students study

together, and talk to each other about course material, the more they learn and develop, bothsocially, cognitively, and intellectually.

3. INTELLECTUAL DEVELOPMENT (the role of peers) (balancing studying in isolation and

with peers): Lev Vygotsky(1962), a Russian scholar, educator and psychologist, first statedthat we learn through our interactions and communications with others. Vygotsky (1962)

examined how our social environments influence the learning process. He suggested thatlearning takes place through the interactions students have with their peers, teachers,

and other experts. Consequently, teachers can create a learning environment that maximizesthe learner's ability to interact with each other through discussion, collaboration, and

feedback.


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Brazilian philosopher of education,Paulo Freire talked about the fallacy of looking at theeducation system like a bank, a large repository where students come to withdraw the

knowledge they need for life. Knowledge is not a set commodity that is passed from theteachers to the students. Students must construct knowledge from knowledge they already

possess. Teachers must learn how the students understand the world so that the teacher

understands how the student can learn.

...teaching cannot be a process of transference of knowledge from the one teaching to the

learner. This is the mechanical transference from which results machinelike memorization,which I have already criticized. Critical study correlates with teaching that is equally

critical, which necessarily demands a critical way of comprehending and of realizing thereading of the word and that of the world, the reading of text and of context. Learning is a

process where knowledge is presented to us, then shaped through understanding, discussionand reflection.

(RSS: reading of the world translates into a critical analysis of the society through the

analytic tools and research from the social sciences, combined by our reflections of our own

experiences in society)

4. FIRST ESSAY ASSIGNMENT: Students are to write a short (4 to 5 page) essay on the

following topic:4.1Describe your first experiences with, or exposure to, discrimination and racism and how

it affected you (Note: racism comes in many forms, both explicit and tacit). You caneither write about your own personal experience with racism, as a person of color, or as

someone who witnessed how race and racism has impacted the school system, whateveryour race/ethnicity may be.

4.2OPTIONAL: You have the option of integrating an autobiographicalcomponent. Situateyour schooling experience in the context of your own family history, cultural background

(ethnicity), and the nature of the schools you attendedand to include your entre intothe university.

The reading assignments for the second week (January 11 & 13) should help with thisassignment; however, this assignment does not require citing course material. Grading of

essays will not be on the basis of content, nor on the students personal perspectiveon issuesof race. Rather, grading will be based on detail, depth and critical introspection. Essay

assignment due January 20.

5. MIDTERM: Course requirements include a midterm exam (end of 6th week). Midterms will

entail a take-home essay that will require that students synthesize the required readingmaterial, and integrate analysis and personal commentary.

6. TERM PAPER: For the final, students are to write a term paper (12 to 15 pages). Students

must submit a one-page prospectus by the end of the seventh week of the quarter(preliminary bibliography optional). Consultation with professor regarding topic of paper is

encouraged, but not required. Students are also encouraged to work with a classmate byselecting a similar topic (but not the exact same topic). Further instructions and

bibliographic assistance will be provided later on in the quarter.


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7. LETTERS TO AUTHORS: Throughout the course, students will write brief letters to three ofauthors whose work is assigned in the syllabus (a half page will be sufficient). For each

assignment, I will select five letters and send them directly to the author, via U.S. mail.

8. GRADE: The following weights will be used to evaluate student performance:

First Essay: 5%

Midterm Take-home essay: 45%

Final Term Paper: 45%

Class Participation 5% (There may be instances when this 5% weight willmove your final grade to the next level, e.g., B+ to a A-)

Use of Electronic Devices in the Classroom

With the exception of medically necessary assistive devices or approved emergency

communications,all personal electronic communications devicesin the possession ofstudents will be turned off during class (laptop, iPad, cell phone,etc.); this policy, of course,

includes prohibition of any form of texting, including the receiving of text messages. Failureto comply with this policy will result in disciplinary action. Such action may, at the

discretion of the instructor of record, include a referral to the UCSB Office of JudicialAffairs.

Academic Conduct

It is expected that students attending the University of California understand and subscribe to

the ideal of academic integrity, and are willing to bear individual responsibility for their

work. Any work (written or otherwise) submitted to fulfill an academic requirement mustrepresent a students original work. Any act of academic dishonesty, such as cheating orplagiarism, will subject a person to University disciplinary action. Representing the words,

ideas, or concepts of another person or author without appropriate attribution is plagiarism.Copying text from the internet and reworking it is also plagiarism. Whenever another

persons written work is utilized, whether it be a single phrase or longer, quotation marksmust be used and sources cited. Paraphrasing anothers work, i.e., borrowing the ideas or

concepts and putting them into ones own words, must also be acknowledged (withcitation). Although a persons state of mind and intention will be considered in determining

the University response to an act of academic dishonesty, this in no way lessens theresponsibility of the student. For more information, see

http://www.sa.ucsb.edu/regulations/students/student-conduct


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TOPICS & AREAS OF STUDY

I. The Plight of Chicana/o and Latina/o Students in Society and in our Public School

System (Week 1: Monday, January 4, & Wednesday, January 6)

II. On Being Chicana, Chicano(Latina/Latino) in the United States:(Week 2: Monday, January 11, & Wednesday, January 13)

III. On Being an Undocumented Latina/o Student in the United States(Week 3: Monday, January 18, MLK Holiday, Wednesday, January 20)

IV. (A) Frameworks Used to Account for the Academic Difficulties and Disproportionate

School Failure of Chicana/os and other Racial Minority Students(Week 4: Monday, January 25, & Wednesday, January 27)

V. (B) Theoretical Frameworks on Race, Race Relations, and Forms of Racism

(Week 5: Monday, February 1, & Wednesday, February 3)

VI. (A)History of Chicana/o Struggles for Education(Week 6: Monday, February 8, & Wednesday, February 10)

VII. American Schools and the Chicana/o - Latina/o Experience

(Week 7: Monday, February 15, Holiday, & Wednesday, February 17)

VIII. Differential Access to Institutional Agents and Social Capital: How Social NetworksStructure Inequality and Class/Race Privileges.(Week 8: Monday, February 22, & Wednesday, February 24)

Teachers as Empowerment Agents

XI. Higher Education, Chicana/o Students & Race & The Attack on Affirmative Action

(Week 9: Monday, February 29 & Wednesday, March 2)

X. Toward the Future for Chicana/o Latina/o Education

(Week 10: Monday, March 7 & Wednesday, March 9Last class session)


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TOPICS, COURSE READINGS, & ASSIGNMENTS

First Class Session: (January 4, 2016) Introduction of Course, course topics and requirementsand initial engagement between students and professor.

I. The Plight of Chicana/o and Latina/o Students in Society and in our Public SchoolSystem (Week 1: Monday, January 4, & Wednesday, January 6)

Gndara, Patricia C., and Frances Contreras (2009). The Latino Education Crisis: TheConsequences of Failed Social Policies(Introduction & Chapter 1: Crisis and the Context,

pp. 1-53) http://civilrightsproject.ucla.edu/about-us/staff/patricia-gandara-ph.d

Valencia, Richard R. (2015) Students of Color and the Achievement Gap.Routledge (Chapter

1: The Achievement Gap, pp. 3-33)

http://www.edb.utexas.edu/education/departments/edp/about/faculty/valencia/

II. On Being Chicana, Chicano(Latina/Latino) in the United States: Social class,Developmental Needs, Neighborhood and Social Ecology(Week 2: Monday, January 11, &

Wednesday, January 13) As of 2011, 38% of California was Latino

83% of Latinos in the California are Mexican-origin

51% of all K-12 students in CA are Latino

31% of Latino youth (17 & under) [officially] live in povertyhttp://www.pewhispanic.org/states/state/ca/

Gndara, Patricia C., and Frances Contreras (2009). (Chapter 2: On Being Latino or Latina in

America, pp. 54-85)

Stanton-Salazar, Ricardo D. (2001).Manufacturing Hope & Despair. (Chapter 3:Neighborhood and Ecological Dangers and the Socialization of Urban Low-income Latino

youth, pp. 35-55).

Stanton-Salazar, Ricardo D. (2001). Chapter 4: Protective Familial Webs, Strategies of Defense,

and the Institutional Resources in the Neighborhood, (pp. 56-78). In Manufacturing Hope &Despair.

First Essay due January 20

III. On Being an Undocumented Latina/o Student in the United States(Week 3: Monday, January 18, MLK Holiday, Wednesday, January 20)

Prez, William (2012).Americans by Heart: Undocumented Latino Students and the Promiseof Higher Education. Teachers College Press. (Chapter 1: Exceptional Students, Marginal

Lives, Chapter 2: Growing Up American and Undocumented, pp. 1-41)http://cgu.edu/pages/4705.asp


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IV. (A) Frameworks Used to Account for the Academic Difficulties and Disproportionate School Failure of Chicana/os and other Racial Minority Students

(Week 4: Monday, January 25, & Wednesday, January 27)

Valencia, Richard R. (2015) Chapter 2: Competing Models to Explain the Achievement Gap,

pp. 34-78). In Students of Color and the Achievement Gap.

Stanton-Salazar, Ricardo D. (1997). "A Social Capital Framework for Understanding theSocialization of Racial Minority Children and Youths."Harvard Educational Review,67,1,

pp. 1-40.

Recommended Reading: Bourdieu, Cultural Capital, Deficit Thinking, & Cultural Wealth

Lamont, Michele and Annette Lareau (1988). Cultural Capital: Allusions, Gaps and Glissandos inRecent Theoretical Developments. Sociological Theory,6 (Fall), pp. 153-168.

http://www.vanneman.umd.edu/socy789b/LamontL88.pdf

Yosso, Tara J. (2005). Whose culture has capital? A Critical Race Theory Discussion ofCommunity Wealth.Race, Ethnicity and Education, 8, No. 1, pp. 69-91.

V. (B) Theoretical Frameworks on Race, Race Relations, and Forms of Racism


Cornell, Stephen and Douglas Hartman (1998).Ethnicity and Race: Making Identities in aChanging World. Pine Forge Press.(Chapter 1: The Puzzle of Ethnicity and Race, &

Chapter 2: Mapping the Terrain: Definitions, pp. 1-37).http://udallcenter.arizona.edu/personnel/scornell.php

Omi, Michael & Howard Winant (1994).Racial Formation in the United States.Routledge.

(Chapter 4: Racial Formation, pp. 53-76)

Wilson, William J. (This work was published in 1976).Power, Racism, & Privilege.TheMacmillan Co. (Chap. 4, "Power, Racism, and the Theoretical Basis of Racial Conflict," pp.

47-68). https://en.wikipedia.org/wiki/William_Julius_Wilson

Darder, Antonia, with Rodolfo Torres (2011).A Dissident Voice, NY: Peter Lang. (Chapter 5:Shatttering the Race Lens: Toward a Critical Theory of Racism, pp. 94-108). [Why

might the exclusive focuson race and racism be problematic when looking at the

historical and contemporary oppression of the Mexican-origin community?]http://www.darder.orghttp://socialecology.uci.edu/faculty/rodolfo


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VI. (A)History of Chicana/o Struggles for Education(Week 6: Monday, February 8, & Wednesday, February 10)

San Miguel, Guadalupe. (2013)Chicana/o Struggles for Education: Activism in the Community.

College Station: Texas A&M. (reading: approximately 4 hours & 45 minutes)

http://www.uh.edu/class/history/faculty-and-staff/sanmiguel_g/

Los Angeles Timesarticles:

1) Mehta, Seema & Kurtis Lee (November 12, 2015). Still loud, but issues prevail.

Los Angeles Times.(Remarks made by Donald Trump regarding deportation ofundocumented immigrants.)

2) Linthicum, Kate (November 13, 2015). The dark, complex history of Trumps model forhis mass deportation plan.Los Angeles Times.

Optional Reading:

Donato, Ruben, Martha Menchaca, and Richard R. Valencia. "Segregation, Desegregation, andthe Integration of Chicano Students: Problems and Prospects." In Valencia, Richard R.

Chicano School Failure and Success: Past, Present, and Future.RoutledgeFarmer.(pp. 70-113)

PBS Documentary: Chicano! Taking Back The Schools

Assignment: Letter to Professor San Miguel (The University of Houston), due February 10

Take-home Midterm: Provided to students on February 10

VII. American Schools and the Chicana/o - Latina/o Experience

(Week 7: Monday, February 15, Holiday, & Wednesday, February 17)

Gndara, Patricia C., and Frances Contreras (2009).(Chapter 3: American Schools and the Latino Experience, pp. 86-120)

(Chapter 6: Beating the Odds and Going to College, pp. 196-249)

Assignment: Letters to Professor Patricia Gndara (UCLA) & Professor Frances Contreras(University of Washington, Seattle), due February 17

VIII. Differential Access to Institutional Agents and Social Capital: How Social Networks

Structure Inequality and Class/Race Privileges. How Social Networks Structure SchoolSuccess, Resiliency and Opportunity.


Stanton-Salazar, R. D. (2001)Manufacturing Hope & Despair:The School and Kin SupportNetworks of U.S.-Mexican Youth.


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Teachers as Empowerment Agents

Stanton-Salazar, R. D. (2011) A Social Capital Framework for the Study of Institutional Agentsand of the Empowerment of Low-status Youth. Youth & Society 43 (3), 1066-1109.

Rojas, Leticia (2014). Understandardizing Teaching: The Classroom Teacher as anInstitutional Agent for Latina/o Youths College Access.Dissertation, presented to theDepartment of Educational Leadership, California State University, Long Beach.

https://www.brandman.edu/faculty/leticia-rojas-edd

How do Teachers Develop Their Roles and/or Identities as Empowerment Agents? Whatdo Their Personal Journeys Look Like? How do Institutional Agents and/or Empowerment

Agents Operationalize Their Roles in Their Practices? (pp. 131-169)

XI. Higher Education, Chicana/o Students & Race & The Attack on Affirmative Action

(Debating CRT, Critical Race Theory) (Week 9: Monday, February 29 & Wednesday,

March 2)

Yosso, Tara J., et. al., (2009). Critical Race Theory, Racial Microagressions and Campus Racial

Climate for Latina/o Undergraduates.Harvard Educational Review,79, 4, pp. 659-786)

https://en.wikipedia.org/wiki/Tara_J._Yosso

Los Angeles Timesarticles (and other publications)

1) Friday, November 6: Berkeley High student admits to posting racist message that

prompted protest, by Niraj Choshi (The Washington Post)2) Thursday, November 12: The new face of bias on campus: microaggression, by Teresa

Watanabe & Jason Song3)

Saturday, November 14: Small slights, lasting hurt: Research backs students view that

microaggressions matter, by Sandy Banks.4) Wednesday, November 18: College students find new power in protests, by Thomas

Curwen, Jason Song, & Larry Gorden (What's different about the latest wave of collegeactivism?)

Delgado, Richard and Jean Stefancic (2012). Critical Race Theory: An Introduction(Chapter 1:

pp. 1-17, Chapter 6: Critiques and Responses to Criticism, pp. 99-111)

https://en.wikipedia.org/wiki/Richard_Delgado

(Revisit) Darder, Antonia, with Rodolfo Torres (2011).A Dissident Voice, NY: Peter Lang.(Chapter 5: Shatttering the Race Lens: Toward a Critical Theory of Racism, pp. 94-108).

(Includes a critique of CRT and of other theoretical frameworks that position raceand racism

at the center of analysis, with other forms of oppression ancillary, yet having a major

influence on how racemanifests itself at different points in history.)


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Contreras, Frances (2011).Achieving Equity for Latino Students: Expanding the Pathway to

Through Public Policy.Teachers College Press. (Chapter 6: Anti-Affirmative Action

Policies and Latino Student Access to Public Higher Education, pp. 121-142).

http://www-tep.ucsd.edu/people/faculty/contreras.html

Assignment: Letter toProfessor Yosso(UC Santa Barbara), due March 2

X. Toward the Future for Chicana/o Latina/o Education

(Week 10: Monday, March 7 & Wednesday, March 9Last class session)

Gndara, Patricia C., and Frances Contreras (2009).

(Chapter 7: The Costs and Effectiveness of Intervention, pp. 250-303 &Chapter 8: Rescatando SueosRescuing Dreams, pp. 304-333.)

Darder, Antonia, with Rodolfo Torres (2011). A Dissident Voice, NY: Peter Lang.

(Introduction: The Making of a Dissident Voice, pp. 1-13 &

Chapter 10: Bicultural Identity and the Development of Voice: Twin Issues in the Struggle

for Cultural and Linguistic Democracy, pp. 196-212)

Assignments: (1) Letter toProfessor Darder(Loyola Marymount University),

cc:Professor Rodolfo Torres(UC Irvine) Pronunciation (Darder)https://www.youtube.com/watch?v=w116qDRqpSA

Finals Week: Saturday, March 12 to Friday, March 18

Wednesday, March 9: End of Quarter Reception with Professor Stanton-Salazar& Special Guest 7:00pm (Campus location to announced)

Films

PBS Documentary: Chicano - Taking Back The Schools (53:54 Minutes)

https://www.youtube.com/watch?v=NL4rQHKza9Y

Documentary Film: SAL CASTRO & the 1968 East LA Walkouts (YouTube)https://www.youtube.com/watch?v=-3TKnj0fXZs

Documentary Film: Sal Castro, teacher who led '68 Chicano student walkouts, dies at 79

(YouTube) https://www.youtube.com/watch?v=PfvLFvS4FXI

Salvador B. Castro(October 25, 1933 April 15, 2013) was a Mexican-American educator and

activist. He was most well known for his role in the 1968 East Los Angeles high schoolwalkouts, a series of protests against unequal conditions in Los Angeles Unified School District

(LAUSD) schools. Although he retired, he continued to lecture about his experiences and theimportance of education, especially for Mexican Americans.

https://en.wikipedia.org/wiki/Sal_Castro


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BIO

Ricardo D. Stanton-Salazar is an educator, scholar, social theorist, and student advocate with 34

years of experience in the field of urban education. After two years at San Diego City College, he

transferred to the U.C. San Diego in the fall of 1976. He was a staff writer on the campusnewspaper, Voz Fronteriza.Stanton-Salazar received his B.A. in Sociology in 1979. After year in

Mxico, he began his career in 1980 as a bilingual elementary school teacher in National City,

California (south of San Diego). He received his doctorate from Stanford University in 1990. He

returned to San Diego and served as Assistant Professor of Sociology at the University of

California, San Diegofrom 1990 to 2000. In 2000 he began teaching in the School of Education at

the University of Southern California, and served there as Associate Professor of Education until

2011. For an elaborated biography, see: http://www.stanton-salazar.com/index.php/rss-about

If you tremble with indignation at every injustice then you are a comrade of mine.!Ernesto Che Guevara https://en.wikipedia.org/wiki/Che_Guevara

One cannot expect positive results from an educational or political action program which fails

to respect the particular view of the world held by the people. Such a program constitutescultural invasion, good intentions notwithstanding.

!Paulo Freire,Pedagogy of the Oppressed https://en.wikipedia.org/wiki/Paulo_Freire

We cannot seek achievement for ourselves and forget about progress and prosperity for our

community... Our ambitions must be broad enough to include the aspirations and needs ofothers, for their sakes and for our own.

!Cesar Chavez http://www.biography.com/people/cesar-chavez-9245781

The struggle is inner: Chicano, indio, American Indian, mojado, mexicano, immigrant Latino,Anglo in power, working class Anglo, Black, Asian--our psyches resemble the bordertowns and

are populated by the same people. The struggle has always been inner, and is played out inouter terrains. Awareness of our situation must come before inner changes, which in turn come

before changes in society. Nothing happens in the "real" world unless it first happens in theimages in our heads. .

!Gloria E. Anzalda https://en.wikipedia.org/wiki/Gloria_E._Anzalda

Transformation of schools can only take place when teachers, working in solidarity, takeownership and struggle to radically change the political and economic structures of power that

defile our revolutionary dreams."!Antonia Darder http://www.darder.org

CHST133: Struggles for Equality in Chicana/o Education

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