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First Published in 2018. Routledge is an imprint of Taylor & Francis, an Informa company.
Youth, Identity, Power is a study of the origins and development of Chicano radicalism in America. Written by a leader of the Chicano Student Movement of the 1960s who also played a role in the creation of the wider Chicano Power Movement, this is the first fill-length work to appear on the subject. It fills an important gap in the history of political protest in the United States. The author places the Chicano movement in the wider context of the political development of Mexicans and their descendants in the US, tracing the emergence of Chicano student activists in the 1930s and their initial challenge to the dominant racial and class ideologies of the time. Munoz then documents the rise and fall of the Chicano Power Movement, situating the student protests of the sixties within the changing political scene of the time, and assessing the movement's contribution to the cultural development of the Chicano population as a whole. He concludes with an account of Chicano politics in the 1980s. Youth, Identity, Power was named an Outstanding Book on Human Rights in the United States by the Gustavus Myers Center in 1990.
In this groundbreaking book, co-editors Pedro Noguera and Jean Yonemura Wing, and their collaborators investigated the dynamics of race and achievement at Berkeley High School–a large public high school that the New York Times called "the most integrated high school in America." Berkeley's diverse student population clearly illustrates the "achievement gap" phenomenon in our schools. Unfinished Business brings to light the hidden inequities of schools–where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.
A radical Latina perspective on race, liberation, and identity Elizabeth Martínez’s unique Chicana voice has been formed through over thirty years of experience in the movements for civil rights, women’s liberation, and Latina/o empowerment. In De Colores Means All of Us, Martínez presents a radical Latina perspective on race, liberation and identity. She describes the provocative ideas and new movements created by the rapidly expanding US Latina/o community as it confronts intensified exploitation and racism.
Letter, poems, speeches, and essays are collected in this book that tells the story of the United States from the perspective of people left out of history books, such as women, workers, Native Americans, and Latinos. Original. 60,000 first printing.

Hearings

United States. Congress. Senate. Committee on Labor and Public Welfare

Published: 1969

Total Pages: 1552


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"Made in California is divided into five twenty-year sections, each including a narrative essay discussing the history of that era and highlighting topics relevant to its visual culture."--BOOK JACKET.
The thirty-year story of students, faculty, and administratiors struggling with the politics of race in higher education at UC Berkeley's prestigious law school--one of the first institutions to implement affirmative action policies and one of the first to be forced to remove them. Andrea Guerrero is a member of the last class of students admitted at Boalt Hall under affirmative action policies. [back cover].
Recent attacks on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies are creating a new culture war in America. This important work lays out the current debates—both in K–12 and higher education—to uncover the dangers and to offer solutions. In 2010, HB 2281—a law that bans ethnic studies in Arizona—was passed; in the same year, Texas whitewashed curriculum and textbook changes at the K–12 level. Since then, the nation has seen a rise in the legal and political war on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies, creating a new culture war in America. "White" Washing American Education demonstrates the value and necessity of Ethnic Studies in the 21st century by sharing the voices of those in the trenches—educators, students, community activists, and cultural workers—who are effectively using multidisciplinary approaches to education. This two-volume set of contributed essays provides readers with a historical context to the current struggles and attacks on Ethnic Studies by examining the various cultural and political "wars" that are making an impact on American educational systems, and how students, faculty, and communities are impacted as a result. It investigates specific cases of educational whitewashing and challenges to that whitewashing, such as Tom Horne's attack along with the State Board of Education against the Mexican American studies in the Tucson School District, the experiences of professors of color teaching Ethnic Studies in primarily white universities across the United States, and the role that student activists play in the movements for Ethnic Studies in their high schools, universities, and communities. Readers will come away with an understanding of the history of Ethnic Studies in the United States, the challenges and barriers that Ethnic Studies scholars and practitioners currently face, and the ways to advocate for the development of Ethnic Studies within formal and community-based spaces.

Casa de la Raza

Southwest Network of the Study Commission on Undergraduate Education and the Education of Teachers

Published: 1974

Total Pages: 156


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