40 yrs of Chicano Studies

[Jeanfromfillmore]

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Old 10-09-2009, 09:22 AM
ilbegone ilbegone is offline
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An LA Times Opinion piece by LA Sheriff Lee Baca:


Quote:
In L.A., race kills

Black-Latino tensions, not gangs, are at the heart of the county's violence, Sheriff Baca says.

By Lee Baca|June 12, 2008

Conversations about race are fraught with emotion, confusion and controversy. But that doesn't mean we should avoid or sidestep the issue.

As a Latino raised in East Los Angeles, and as the elected sheriff of Los Angeles County for the last decade, I have seen many sides of the race issue. I have lived it, in fact.

So let me be very clear about one thing: We have a serious interracial violence problem in this county involving blacks and Latinos.

Some people deny it. They say that race is not a factor in L.A.'s gang crisis; the problem, they say, is not one of blacks versus Latinos and Latinos versus blacks but merely one of gang members killing other gang members (and yes, they acknowledge, sometimes the gangs are race-based).

But they're wrong. The truth is that, in many cases, race is at the heart of the problem. Latino gang members shoot blacks not because they're members of a rival gang but because of their skin color. Likewise, black gang members shoot Latinos because they are brown.

Just look at the facts. In February 2006, our jail system erupted into a full-scale riot involving about 2,000 black and Latino inmates at the North County Correctional Facility at Pitchess Detention Center in Castaic. One black inmate died and numerous others were injured. Through extensive interviews with participants, our investigation revealed that race -- not gang affiliation -- was the motivating factor.

Furthermore, we have evidence linking inmates who are known as "shot callers" directly to street shootings based entirely on race. These shot callers at Pitchess and elsewhere are affiliated with gangs, to be sure, and in many cases they may give the order to kill a particular person or a member of a particular gang. But if that person or gang cannot be found, the shot caller will often order the gunman to find someone -- anyone -- who is black or brown and shoot them instead. Gang affiliation does not matter. Only the color of the victim's skin matters.

I would even take this a step further and suggest that some of L.A.'s so-called gangs are really no more than loose-knit bands of blacks or Latinos roaming the streets looking for people of the other color to shoot. Our gang investigators have learned this through interviews in Compton and elsewhere throughout the county. L.A.'s gang wars have long been complicated by drugs, territory issues or money. Now, it can also be over color.

Race-based violence has even found its way into our school system, although no deaths have been reported. Some say it's always been there, but it certainly is rearing its ugly head now more than ever. Most recently, fighting broke out in May between more than 600 black and brown students at Locke High School in South L.A.

The racial divide is being driven by the ongoing population growth and demographic changes that have buffeted L.A. for decades. The perception that one group has more opportunities and advantages than another can lead to resentment, competition and, ultimately, spontaneous eruptions of violence.

So where does this leave us? How does this information help?

I have begun a process in my headquarters in which analysts are poring over data collected from various sources throughout the county to help us understand exactly what gang crimes are underway -- and where -- in real time. I call it a Gang Emergency Operations Center.

It's about more than just identifying problem areas and moving more police there. In fact, it is not a suppression model at all, but an intervention and prevention model aimed at ensuring that those who need social services get them. Most important, it will serve as a fusion center for sharing information. Such centers -- like the federal Joint Regional Intelligence Center, which combats terrorism -- have more than proved their worth.

But as we gather this data, the race issue must be part of the equation -- because if it isn't, we are not analyzing the data correctly. Crimes with a racial component must be categorized and studied to help us better understand the problem. Racial issues must then be addressed through education and awareness.

The problem of interracial violence is not intractable; we've made progress in other settings. I have seen it on a small scale in the Sheriff's Department's Domestic Violence Prevention Program in our jails.

It happened like this. Inmates with a history of domestic violence -- sometimes known members of opposing gangs -- were forced to attend this program or be remanded to custody for a significant amount of state prison time. Those who agreed to participate would sit together and discuss various topics of interest. They would eat meals together and live together in housing set aside for them.

The program was designed to address issues of domestic violence. But over a period of weeks, the participants overcame barriers by being exposed to those they were supposed to hate. They began to form friendships -- friendships that, in some cases, have lasted outside the jail walls.

This may seem like an insignificant occurrence to those who are uninformed about gang life and racial tension. But it is not. People who would shoot each other as easily as kick a can were taking meals together, talking together and living together without violence.

The better we understand the crisis, the better chance we have of solving it. It is difficult to believe that something as simple as gathering information, analyzing it and then putting it into action -- whether through suppression, intervention or prevention -- will have any effect. But it will. It is a proven formula.

The unification of information, dispassionately collected and analyzed, will lead us toward a disarming of the gang culture. And through disarmament, we will make the streets safer. And that's the whole point.

Lee Baca has been sheriff of Los Angeles County since 1998.
http://articles.latimes.com/2008/jun...oe-baca12?pg=3
This opinion piece by Sheriff Lee Baca does not indicate affiliation with or endorsement of any organization or cause.

[Jeanfromfillmore]

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looks like 40 years of Chicano studies has enabled and propelled Latino gangs and gang crime

[Jeanfromfillmore]

Old 10-09-2009, 01:38 PM
joazinha joazinha is offline
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This is what to expect after 40 years of Chicano studies in place of AMERICAN ones!

[Jeanfromfillmore]

Old 10-09-2009, 03:13 PM
kjl kjl is online now
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This is really a great thread. Thanks so much for all the research, postings and insight in regards to the schools and race relations. It confirms what most of us have known for years, yet those who get quoted by the press seem have kept hidden as long as possible. Even with all the brainwashing by our politicians and media, there are still those who continue to ask questions and know the truth.

The time has come, due to our dwindling resources, to start asking the hard questions and demanding the honest facts of why more and more each year, we are starting to resemble a third world county. The illiteracy and poverty have grown to the point where it cannot be ignored any longer.

[Jeanfromfillmore]

Old 10-09-2009, 11:28 PM
ilbegone ilbegone is offline
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The failure of Chicano studies isn't the failure of Chicanistas to ursurp the educational system or insert themselves into politics (as evidenced by that loony bin masquerading as the California State Legislature).

The failure is that the Chicano "visionaries" of the early years miscalculated the effect of cultural memory of Mexico and the imprint of its history on its people as well as many who are derived from both Mexico and America but belong to neither.

Including the founders of the movement.

Yet, let's bring in more Mexico to make America into something radical, racist Chicanismo can't actually live with but pretends to be - Mexico and Mexican. (Why else would they push such a selectively interpreted parody of Mexican culture in school?)

Take Villaraigosa, for example. He was a radical Mechista who instigated a lot of shit for his racist cause in college. Which, of course, he now has to distract from whenever it is brought up. Makes him look so like a racist. Politics, you know.

Now that he is the Mayor of Los Angeles, what is he presiding over?

A bankrupt bag filled full of imported foreign poverty and an over sized number of their American born children throwing it all away through ignorance and fratricide.

With rich white people still living on the hill getting non stop richer from it all.

[Jeanfromfillmore]

Old 10-09-2009, 11:53 PM
ilbegone ilbegone is offline
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Part One

Department of Chicana and Chicano Studies
University of California, Santa Barbara
*
Chicana/o Studies 168E
The History of Chicano Movement
Winter 2007

Instructor: Roberto Hern�ndez
Time: Mon & Wed 10-11:15am
Email: [email protected]
Place: GIRVETZ 2115
************************************************** ************************************************** ***Mailbox: 1713 South Hall
Office: 4511 South Hall
Course Website: http://socrates.berkeley.edu/~tochtli
Office Hours: Tues 2-4pm or by appt.
****************************************** ************************************************** ** *
Course Description: This course is an introduction and examination of the Chicano Movement of the 1960's and 1970's.

We will consider the historical context, political institutions, cultural formations, questions of identities and resistance that gave rise to El Movimiento.

The course will consider both the History and Historiography of the Chicano Movement and analyze its ongoing legacies. As such, we will investigate the mobilization of diverse groups of people including farm workers, students, youth, community activists, women and artists.

In particular, we will explore the various issues and struggles that Chicanas and Chicanos organized themselves around, such as labor rights, education, the Vietnam War, police brutality, racism, sexism, class exploitation, political exclusion, and cultural awareness/recovery.

Students will gain insight into diverse ideologies, theories and legacies of the Chicano Movement and consider their relevance for contemporary issues, debates and scholarship in the interdisciplinary field of Chicana/o Studies.
*
*Objectives: Students completing CH ST 168E will be familiar with:
�***** History of the Chicano Movement and organizations
�***** History of the fields of Chicana Studies and Chicano Studies
�***** Intellectual History of various Chicana/o Studies theories
�***** Contemporary relevance and relationship between Chicana/o movement, Chicana/o Studies' intellectual production and society at large

Required Readings:
*
Ernesto Ch�vez, ��Mi Raza Primero!� Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles, 1966-1978. Los Angeles: University of California Press, 2002.

George Mariscal, Brown-Eyed Children of the Sun: Lessons from the Chicano Movement, 1965-1975.* Albuquerque: University of New Mexico Press, 2005.
Lorena Oropeza and Dionne Espinoza, Enriqueta Vasquez and the Chicano Movement: Writings from 'El Grito del Norte'.* Houston: Arte P�blico Press, 2006.
*
COURSE READER: Additional readings will be in a Course Reader that will be available at Alternative Copy in Isla Vista (6556 Pardall Rd; 805-968-1055) by the end of the week.
*
HANDOUTS: On a few occasions, I may supplement some of the book and reader material with short handouts. When this is the case, I will announce it in advance.
*
Organization of Course:* This will be a lecture/discussion-based course, which will require you actively and critically read and engage the course materials. The course will also be focused on developing your research and writing skills. Students will have a written midterm (3 pages) and a written final (4 pages) that will emphasize critical thinking, analysis and writing. You will also conduct a multi-phased, historical research project (10-12 or 12-15 pages).

Course Requirements/Grading Scale:
*
ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSIONS************* 10%
Your presence/participation is vital your success.* Active participation requires that you complete readings before class, come prepared to discuss and share your own insights, questions, and criticisms. More than two unexcused absences will lower your grade.* If you need to miss class, please let me know ahead of time.
*
Facilitate Discussion: You will be responsible for leading one discussion on an assigned reading. This includes a brief summary of the main arguments and ideas and bringing points of discussion for the class, such as your own questions, things you appreciated about the article, a critical assessment, how it relates to larger questions or themes we�ve studied or to other authors� arguments and/or ideas.
*
MIDTERM: 3 pages written, take home exam—
(DUE: Monday, Feb. 12)******** 20%
The midterm will be based on the readings, lectures and films. It will require that you show understanding of the course material, both in content and analysis. Two possible questions will be provided and you must choose one to write about.
*
MULTI-PHASED RESEARCH PAPER
*
Topic Statement: One paragraph—
(DUE: Monday, Jan. 29)****************************** 5%
Identify your research topic and relate it to course themes.
Your research topic must be approved before proceeding.
*
Annotated Bibliography—
(DUE: Wednesday, Feb. 21)************************************* 15%
Identify at least three books and three articles you will use for your paper.
Write three sentences on the relevance of each or a two-page literature review.
*
Final Paper: 8-10 pages, w/bibliography—
(DUE: Wednesday, March 14)* 30%
Make sure to make use of Office Hours early and throughout the Quarter.
*
FINAL EXAM: 4 pages written, exam—
(EXAM DATE: Tuesday, March 20)** 20%

The final exam will be based on the readings, lectures and films after the midterm. It will similarly require that you show understanding of the course material, both in content and analysis. However, two study questions will be provided in advance and on the day of the exam, I will decide which one you will write about.
********************
EXTRA CREDIT: There will only be one extra credit opportunity (TBA).

NOTE:** All writing for this course must be typed in 12-point font, Times New Roman (or equivalent), double-spaced, with 1� margins and a standard form of citation. All late papers will be penalized. Do not use websites as main sources for your assignments, however you may use official academic journals available on-line. Do not go over length limits given on assignments. If you have difficulties with course requirements please come see me early in the quarter to discuss goals for improvement.
Course Outline / Reading and Lecture Schedule
*
Please have readings done for the day that they are listed.
*
*
Week 1: Course and Syllabus Overview and General Introduction
*
January 8: ****** Welcoming and Introductions
*
January 10: **** History, Historiography, and Chicano Studies
******************** Roberto Rodriguez, "The Origins and History of The Chicano Movement"
******************** http://www.jsri.msu.edu/RandS/research/ops/oc07.html
******************** Handout: First NCCSS (National Caucus of Chicano Social Scientists) Newsletter
*
*
Week 2: Historical Overview: Before El Movimiento—Before Chicano Studies
*
January 15: **** Martin Luther King, Jr.'s Birthday* (HOLIDAY) ************* NO CLASS
*
January 17:***** The Mexican American Generation and Scholarship
Lorena Oropeza, �Raza Si! �Guerra No!: Chapter One (IN READER & On Reserve)
Octavio Romano, "The Anthropology and Sociology of Mexican-Americans" and "The Historical & Intellectual Presence of Mexican-Americans" (IN READER & On Reserve)**********
*
Continued :

[Jeanfromfillmore]

Old 10-09-2009, 11:54 PM
ilbegone ilbegone is offline
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Part Two

Department of Chicana and Chicano Studies
University of California, Santa Barbara

Week 3: The Chicano Movement: From the Fields to the Barrios to Vietnam

January 22 The 'Beginning': The Fight in the Fields
El Plan de Delano, Huelga, Why Delano? and Nothing Has Changed (IN READER)
Luis Valdez and Roberto Rubalcava, "Venceremos!" (IN READER)
Corky Gonzalez, El Plan del Barrio (IN READER)
Chavez, ��Mi Raza Primero!�: Intro and Chapter 1 (pgs. xiii-41)

Film Clips: The Fight in the Fields

January 24 Brown Berets, Chicano Moratorium and El Grito del Norte
Chavez, ��Mi Raza Primero!� Chapters 2, 3 (pgs.42-79)
Oropeza and Espinoza, Enriqueta Vasquez, Intro (ix-liii) and selections (TBA)

Film Clips: Quest for a Homeland

Recommended: Dionne Espinoza, "'Revolutionary Sisters': Women's Solidarity and Collective Identification among the Brown Berets in East Los Angeles. Aztl�n Vol. 26, no. 1 (Spring 2001): 17-58

Week 4: Nationalism? Internationalism? Thinking Through Movement Tensions

January 29 A Nationalist Movement(?): Raza Unida Party, CASA and the Chicano Left
Chavez ��Mi Raza Primero!� Chapter 4, 5 and Afterword (pgs. 80-120)
Mariscal, Brown-Eyed Children, Intro (pgs. ix-24)

January 31 Internationalist Tendencies Within El Movimiento
Mariscal, Brown-Eyed Children, Chapter 1 and 2 (pgs. 25-96)
Elizabeth "Betita" Martinez, "A View from Nuevo Mexico" (IN READER)

Week 5: Examining the Multiple Tendencies in the Chicano Movement

February 5 Paradigmatic Figures: Cesar Chavez, Che Guevara and Enriqueta Vasquez
Mariscal, Brown-Eyed Children, Chapters 3 and 4 (pgs 97-170)
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)

February 7 Black, Brown, Left, and Machista
Mariscal, Brown-Eyed Children, Chapter 5 (pgs 171-209)
Laura Pulido, "Patriarchy and Revolution" (IN READER)
Midterm Questions Handed Out.


Week 6: Power, Positionality, Self-Determination and Self-Reflection

February 12 Los Planes Reconsidered: In-Class Analysis of Los Planes
El Plan Espiritual de Aztlan (IN READER)
El Plan de Santa Barbara, Selections (IN READER)
El Plan de La Raza Unida: Preamble, La C.A.U.S.A., Raza Unida Party: A Call for Self-Determination, New Aztlanes—Fact or Fantasy? Dedicated to La Familia Cosmica and Message to Aztl�n (IN READER)
Brown Berets' 10-Point Program (HANDOUT)

February 14 FILM: Chicano Park
Guest Speaker: (TBA)

Week 7: From Marx to Mao: The National and Colonial Questions

February 19 President's Day (HOLIDAY)
NO CLASS
(But Begin Readings Early As They Will Discuss All on Wednesday Feb. 21)

February 21 Internal Colonialism: Early Debates

Mario Barrera, Carlos Mu�oz, and Charles Ornela, "The Barrio as an Internal Colony" (IN READER) "Chicano: Internal Colony" (IN READER)
Mario Garcia, "Internal Colonialism and the Chicano" (IN READER)
Gil Gonzalez, "A Critique of the Internal Colony Model" (IN READER)
Fred Cervantes, "Chicanos as a Post-Colonial Minority" (IN READER)

Marxism, The National Question, and Chicano Liberation
From ATM, "Unity Statement" [pgs. 2-22] (IN READER)
From "Fan the Flames" [pgs. 1-20, 64-65] (IN READER)
Antonio Rios-Bustamante, "Mexicans in the United States and the National Question" (IN READER)


Week 8 Chicana Feminisms and Gender: From Sex Roles to Patriarchy

February 26 Early Movimiento Chicana Interventions
Oropeza and Espinoza, Enriqueta Vasquez, Selections (TBA)
Adaljiza Sosa Riddell, "Chicanas and El Movimiento" (IN READER)
Maxine Baca Zinn, "Political Familism: Toward Sex Role Equality in Chicano Families" (IN READER)
From Alma Garcia, Chicana Feminist Thought, Selections (HANDOUTS)

Film Clips: La Chicana


February 28 Critical Chicana Feminist and Queer Positionings
Denise Segura and Beatriz Pesquera, "Beyond Indifference and Antipathy: The Chicana Movement and Chicana Feminist Discourse" (IN READER)
Perlita Dicochea, "Chicana Critical Rhetoric: Recrafting La Causa in Chicana Movement Discourse, 1970-1979" (IN READER)
Cherrie Moraga, "Queer Aztl�n: The Re-Formation of Chicano Tribe" (IN READER)
Gloria Anzald�a, "The Homeland, Aztl�n/El otro M�xico" (IN READER)

Week 9: Coming Full Circle and Back Again Through the Generations

March 5 Rethinking Cultural Nationalism: Chicana Feminist Thought and Time
Oropeza and Espinoza, Enriqueta Vasquez, Conclusion (pg. 205-231)
Betita Martinez, From, De Colores Means All of Us :"Ching�n Politics Die Hard" "What Ever Happened to the Chicano Movement?" "Be Down With The Brown!" "�Raza S�! Nationalism . . .?" "Remember Something Ancient, Imagine Something New" and "Building New Roads to Liberation" (w/Max Elbaum) (IN READER)

March 7 Amoxtli San Ce Tojuan: We Are One—Nosotros Somos Uno
Roberto Rodriguez, "Who Declared War on the Word Chicano?" and Other Selections (IN READER & Handouts)
Patrisia Gonzales, Selections (Handouts)
Roberto Hernandez, "Running for Peace and Dignity" (IN READER)

Week 10 Where Do We Go From Here: The Chicano Movement and Chicana/o Studies

March 12 Ignacio Garcia, "Juncture in the Road: Chicano Studies Since El Plan de Santa Barbara" (IN READER)

Film: On Strike

March 14 Conclusions and Wrap-up—Pot Luck

Tips for Research Paper using UCSB's Collections:

General Introduction to the library resources and collections
http://cemaweb.library.ucsb.edu/handouts.html

Basic and Advanced Courses for Library Research
http://www.library.ucsb.edu/libinst/instruct.html
http://www.library.ucsb.edu/classes/int100la/index.html

California Ethnic and Multicultural Archives (CEMA):
http://cemaweb.library.ucsb.edu/listguides.html

Chicano Art Digital Image Collection
http://cemaweb.library.ucsb.edu/digitalArchives.html

Tips on How To Prepare for Class Discussion:

The following questions may be helpful to keep in mind when preparing for discussion:
1) What is the author�s central thesis? What is she (he, they) trying to do in the piece?
2) What is the theoretical framework being employed? How is it manifested?
3) What is the author�s positionality(ies)? Do you agree or disagree with the author�s views? Why? Why not? What (if anything) is missing in this piece?
4) How does this piece compare to what we have read so far?
Be prepared to share 1 or 2 questions/critical comments or key words for class discussion.

REMINDERS:

Final Paper Due on the Last Day of Class—Wednesday, March 14 by 4:30pm in my Office

AND

Exam Date: Tuesday, March 20, 2007 from 8:00am-11:00am