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• W4324004829 abstract "Wayne State University: Center for Latino/a and Latin American Studies, Interview with Jorge Luis Chinea Lucía M. Suárez This is an edited interview between Lucía M. Suárez and Jorge Luis Chinea, Professor, Department of History, and Academic Director, Center for Latino/a and Latin American Studies, 2003–present. Chinea was born in Puerto Rico and raised in Spanish Harlem, in New York City. His BA and MA degrees (SUNY-Binghamton, 1979 and 1983) are both in the field of Latin American and Caribbean Area Studies. He went on to earn a PhD in the same field from the University of Minnesota, in 1994, and subsequently research fellowships and grants from the National Endowment for the Humanities, the Andrew W. Mellon Foundation, the Society for Irish Latin American Studies, and the Spanish Ministry of the Economy and Competitiveness. Currently a professor of history and longtime director of the Center for Latino/a and Latin American Studies at Wayne State University, his publications include Race and Labor in the Hispanic Caribbean: The West Indian Worker Experience in Puerto Rico, 1800–1850 (University Press of Florida, 2005), which earned him a faculty recognition award from the Wayne State University board of governors. He has served on the board of directors of the Michigan Humanities Council and is presently on the advisory board of the American Civil Liberties Union of Michigan and the WXYZ-TV Community Advisory Board. His achievements are highlighted in Who’s Who in the Midwest (1997) and Who’s Who in America (2011). Lucía M. Suárez (LMS): Can you tell us a bit about the founding and initial years of the program? I see on Wayne State’s website for the program that it was founded in 1971 as the Latino En Marcha (LEM) Leadership Development Training Program and that it was connected to Latin Americans for Social and Economic Development (LASED) and New Detroit, Inc. Jorge Luis Chinea (JLC): LEM was a product of its time: Chicano/as, Puerto Ricans, African Americans, and Native Americans had undergone an ethnic and political reawakening from the mid-1960s to the early 1970s. Under the banners of Brown, Black, and Red Power, they pushed back against the historical oppression and exclusion to which the Anglo-dominated system had subjected them and demanded cultural inclusion, fair treatment, a rightful share to a quality education, well-paying jobs, decent housing, and participation in our democratic institutions of government. They voiced their just claims through mass protests, marches, boycotts, walkouts, sit-ins, and other expressions of civil disobedience. The creation of LEM reflected the LASED and New Detroit activists’ commitment to making a better world for the disenfranchised masses who languished from the combined effect of poverty, dilapidated homes, subtractive educational curricula, and unresponsive political systems. The LEM agenda entailed preparing a pool of socially conscious leaders to return to their marginalized communities equipped with the educational tools, practical skills, and connections necessary to make a real difference in the lives of impoverished residents. The reinvigorating influence of the women’s movement of the 1960s and 1970s also energized the early efforts to challenge the status quo. The one iconic example that readily comes to mind, of course, is Dolores Huerta, of the United Farmworkers Union, whose prominent participation in organized labor contributed to the reevaluation of traditional gender roles within the Latino/a community. Eventually, the increasingly visible involvement of other Latinas in multiple public and private arenas fueled growing calls for replacing the divisive, oppressive machista paradigm with a gender-inclusive approach. Members of El Movimiento, the Young Lords, and other sociopolitical movements of that era featured feminist critiques in their respective analyses of the reigning patriarchal social order. Despite the male-exclusive title of Latino En Marcha, two of its first coordinators, María Torres-Guzmán and Isabel Salas, served as role models for countless young women who enrolled in the progressive educational experiment. Those who entered the program then or in the years to [End Page 163] follow include Elvia Aldaco, Eusebia Aquino-Hughes, María Marta Birmingham, Ines de Jesús, Rose del Valle, Alicia Díaz, Margaret Espinosa, Beatriz Esquivel..." @default.
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• W4324004829 title "Wayne State University: Center for Latino/a and Latin American Studies, Interview with Jorge Luis Chinea" @default.
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