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Since decades women have been raising their voice against the injustice, discrimination and exploitation against them. The Revolutionary thought sparked and took its actual shape when feminine rights movements accelerated at global level with a realization "Women do exist..." The Mexican women were routed out in the Chicano movement of the Mexican Americans against injustice by the dominant Caucasians...their civil rights, right to equality and voices against discrimination were suppressed. They were like 'left out' morsels who were not counted as a part of the community and treated as lifeless showy objects good enough as decorative pieces of the house. The Chicana Feminism is a strong uproar of aggression by the Mexican American women, who once upon had been the legendary emblems of their historical tribes and who in no way are lesser than Man. The movement accomplished equal rights for women and promoted egalitarianism. The book is a compilation of the historical journey of the Chicana Feminism from its story of origin till the contemporary form. It critically analyzes the multiple perspectives of Chicana Feminism and its worthwhile contribution in providing it a global space....
The first book-length study of women's involvement in the Chicano Movement of the late 1960s and 1970s, ¡Chicana Power! tells the powerful story of the emergence of Chicana feminism within student and community-based organizations throughout southern California and the Southwest. As Chicanos engaged in widespread protest in their struggle for social justice, civil rights, and self-determination, women in el movimiento became increasingly militant about the gap between the rhetoric of equality and the organizational culture that suppressed women's leadership and subjected women to chauvinism, discrimination, and sexual harassment. Based on rich oral histories and extensive archival research, Maylei Blackwell analyzes the struggles over gender and sexuality within the Chicano Movement and illustrates how those struggles produced new forms of racial consciousness, gender awareness, and political identities. ¡Chicana Power! provides a critical genealogy of pioneering Chicana activist and theorist Anna NietoGomez and the Hijas de Cuauhtémoc, one of the first Latina feminist organizations, who together with other Chicana activists forged an autonomous space for women's political participation and challenged the gendered confines of Chicano nationalism in the movement and in the formation of the field of Chicana studies. She uncovers the multifaceted vision of liberation that continues to reverberate today as contemporary activists, artists, and intellectuals, both grassroots and academic, struggle for, revise, and rework the political legacy of Chicana feminism.
Critical approaches to qualitative research have made a significant impact on research practice over the past decade. This comprehensive volume of contemporary, original articles places this trend in its historical context, describes the current landscape of critical work, and considers the future of this turn. The book-includes contributions from some of the leading qualitative researchers on three continents;-consists of big-picture articles that describe the dimensions of this research tradition;-situates critical qualitative inquiry in the overall development and landscape of qualitative research.
The first book length study of this genre, Collective Identity and Cultural Resistance in Contemporary Chicana/o Autobiography facilitates new understandings of how people and cultures are displaced and reinvent themselves. Through the examination of visual arts and literature, Juan Velasco analyzes the space for self-expression that gave way to a new paradigm in contemporary Chicana/o autobiography. By bringing together self-representation with complex theoretical work around culture, ethnicity, race, gender, sex, and nationality, this work is at the crossroads of intersectional analysis and engages with scholarship on the creation of cross-border communities, the liberatory dimensions of cultural survival, and the reclaiming of new art fashioned against the mechanisms of violence that Mexican-Americans have endured.
This edited volume examines the diverse Latinx/a/o student populations in higher education. Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students and the communities they come from, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond. Chapter authors argue that various forms of knowledge and culturally relevant methodologies can help advance and promote the success and navigation of Latinx/a/o students. The contributors of this book challenge the deficit framing often found in higher education, and expand conceptualizations, theories, and methodologies used in the study of Latinx/a/o student populations to incorporate AfroLatinx/a/o perspectives, center Central American students in research, and bring Undocumented Critical Theory into the conversation. This important work provides a guide for higher education and student affairs scholars and practitioners, helping create knowledge to better understand Latinx/a/o student populations in higher education.
This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing. This groundbreaking volume explores both Chicana/Latina feminist definitions of teaching and learning, and ways of knowing in education. The book’s contributors—Chicana/Latina feminist scholars—reinterpret the field of education as inter- and transdisciplinary and connected to ethnic, racial, and womanist scholarship. They examine mujer- (women-) centered definitions of pedagogy and epistemology rooted in Chicana/Latina theories and visions of life, family, community, and world. Armed with the tools of Chicana/Latina feminist thought, the contributors link cultural studies theories to critical/feminist pedagogies by re-envisioning the sites of pedagogy to include women’s brown bodies and their agency. Dolores Delgado Bernal is Associate Professor of Education and Chicana/o Studies at the University of Utah. C. Alejandra Elenes is Associate Professor of Women’s Studies at Arizona State University. Francisca E. Godinez teaches Educational Leadership and Policy Studies at California State University at Sacramento.
Educators, teacher practitioners, and social activists have successfully used critical pedagogy as a tool to help marginalized students develop awareness and seek alternative solutions to their poor educational and socioeconomic situations. However, this theory is often criticized as being mostly dominated by privileged white males, bringing issues of race and gender to the forefront. This volume provides insight on how critical pedagogy can be helpful to scholars and teachers alike in their analysis of racial, gender, linguistic and political problems. It features a wide range of respected scholars who examine the way and the degree to which critical pedagogy can be used to improve education for students of color, women and other marginalized groups.
Nonfiction. We are the daughters of Chicano working class families, who were able to receive a university education.. Our history is the story of working people - their struggles, commitments, and strengths.. We document, analyze and interpret the Chicana/Mexicana experience in the United States. We are particularly concerned with the conditions women face at work, in and out of the home. We continue our mother's struggle for social and economic justice.. Our research strives to bridge the gap between intellectual work and active commitment to our communities.. We welcome Chicanas who share these problems and goals and invite them to join our movement.
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups. Foregrounding the experiences of women migrant workers in Beirut, the text reveals how direct participation in NGO-led, community programs and education empowers women to create counter-cultural communities and spaces for learning and activism. The text ultimately combines aspects of critical pedagogy, spatial analysis, and Third World feminisms to propose a critical subaltern praxis for research, development, and teaching. It will appeal to scholars and researchers with interests in research methods in education, migration, equality and human rights and the anthropology of education.
In a work with far-reaching implications, Chela Sandoval does no less than revise the genealogy of theory over the past thirty years, inserting what she terms "U.S. Third World feminism" into the narrative in a way that thoroughly alters our perspective on contemporary culture and subjectivity. What Sandoval has identified is a language, a rhetoric of resistance to postmodern cultural conditions. U.S. liberation movements of the post-World War II era generated specific modes of oppositional consciousness. Out of these emerged a new activity of consciousness and language Sandoval calls the "methodology of the oppressed." This methodology—born of the strains of the cultural and identity struggles that currently mark global exchange—holds out the possibility of a new historical moment, a new citizen-subject, and a new form of alliance consciousness and politics. Utilizing semiotics and U.S. Third World feminist criticism, Sandoval demonstrates how this methodology mobilizes love as a category of critical analysis. Rendering this approach in all its specifics, Methodology of the Oppressed gives rise to an alternative mode of criticism opening new perspectives on any theoretical, literary, aesthetic, social movement, or psychic expression.