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- W2617523132 abstract "In recent years, there has been a remarkable growth in historical scholarship examining the Chicano movement of the 1960s and 1970s. Unlike earlier scholarship, these works have gone beyond the “great man” and “internal colonial” paradigms to expose the disparate and localized nature of el movimiento from Texas to California. Before Darius Echeverria’s Aztlan Arizona, however, little has been written about Chicano activism in Arizona, making the state an “academic Siberia” within the field (6). Of course, with the rise of governmental and militia border policing, as well as a proliferation of antiimmigrant, anti-Latino legislation (for example, SB 1070 and HB 2281), Arizona today is one of the key epicenters of Latino studies. Echeverria rightly frames his history of Arizonan-Mexican educational activism against this historiographic erasure and the current political context. Drawing upon a wealth of previously underutilized archives, Echeverria argues, “ ‘ArizonanMexicans’ orchestrated their own Chicano Movement, illustrated principally through educational agency that was the product of social, political, cultural, and historical inequalities” (5). Central to this work is Echeverria’s recognition that educational access and equality are fundamental to full participation within a democratic nation-state and central to community uplift. Aztlan Arizona explores how Chicano high-school and college students used both reformist and confrontational tactics to achieve greater curricular inclusion, more ethnic Mexican faculty and support staff, as well as other changes that would increase Chicano graduation goals, which would work to remedy years of segregation and other forms of discriminatory practices. The first two chapters offer a historical background to Arizona anti-Mexican racism and school segregation practices. Like in other parts of the US Southwest, Arizona segregated ethnic Mexican students on both racial and pseudopedagogical grounds. That is, even districts and schools that claimed to include Arizonan-Mexican students actively segregated students by tracking ethnic Mexicans into vocational, Americanization, and special education classes that kept them from the educational opportunities of their white peers. After establishing Arizona’s history of systemic educational disenfranchisement, Echeverria turns to Chicano student activism. Chapter 3 interrogates the dynamics surrounding the activism and boycotts within public high schools. Echeverria details how a group of committed students, parents, and community members" @default.
- W2617523132 created "2017-06-05" @default.
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- W2617523132 date "2014-03-27" @default.
- W2617523132 modified "2023-09-27" @default.
- W2617523132 title "Aztlán Arizona: Mexican American Educational Empowerment, 1968–1978" @default.
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