“And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement

This paper focuses how identity formation influenced Midwestern Chicano student activism during the Chicano Movement (1970s) at four predominately White Midwestern Institutions. A review of the literature regarding Chicano educational history shows that a majority of the scholarship focuses on a con...

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Autor principal: Carla Gonzalez
Formato: Trabajo revisado (Peer-reviewed)
Lenguaje:Inglés
Publicado: Conferencia Internacional Permanente sobre Historia de la Educación 2017
Acceso en línea:http://eventosacademicos.filo.uba.ar/index.php/ische/39ische/paper/view/542
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=ische&d=542_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
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description This paper focuses how identity formation influenced Midwestern Chicano student activism during the Chicano Movement (1970s) at four predominately White Midwestern Institutions. A review of the literature regarding Chicano educational history shows that a majority of the scholarship focuses on a conceptual pattern developed by Guadalupe San Miguel called the “Plight” and “Struggle” of Southwestern Mexican Americans in educational history. Plight refers to how those in power used policy to retain social control of Mexican American students, which resulted in their segregated educational experience. Struggle refers to the ways in which Mexican American communities, students, and parents resisted discriminatory educational policies. This paper adds to the “Plight” and “Struggle” canon by discussing how colonial power and emancipatory resistance functioned for Chicanos in the Midwest. A majority of scholarship regarding Chicano educational history is situated in Southwest and California. This paper aims to fill gaps in Chicano educational history by focusing on institutions of higher education in the Midwest. This paper explores how Chicana/o students understood their own identity and how that influenced the creation of spaces for themselves at the University of Iowa, Illinois, Minnesota, and Wisconsin. I employ in conjunction with historical methodology, the concept of “space” and “place” through a critical pedagogy of place to analyze data sources such as student newsletters and newspapers. The general definition of place has been described as citizens’ relationship with the natural environment, and/or material spaces, however, as Ruitenberg points out, “each place has a history, often a contest history, of the people who inhabited in in past times”. Space, on the other hand, is socially constructed; it is fluid and is not bound to one place. Understanding how spatial fluidity influences identity can help prevent the “claim our true selves are inextricably bound with our ‘homeland’ or ‘native soil’”. This framing will allow me to investigate how the Midwest functions as conceptual spaces for Chicana/o students and how students might have considered the Midwest as their “home” despite being physically distant from what is typically considered “the homeland” (The American Southwest), as well as, how space influenced their notions of  “Mexican American”/“Chicano” identity.  Critical pedagogy of place offers valuable insight into understanding and addressing Midwest Chicano student isolation by “contextualizing knowledge and by resisting imperialist and homogenizing forces of globalized culture”. Preliminary results demonstrate that this hybrid identity of Midwestern and Chicano informed the types of acts of resistance they used to demand greater educational inclusion of Chicanos.  
format Trabajo revisado (Peer-reviewed)
author Carla Gonzalez
spellingShingle Carla Gonzalez
“And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement
author_facet Carla Gonzalez
author_sort Carla Gonzalez
title “And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement
title_short “And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement
title_full “And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement
title_fullStr “And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement
title_full_unstemmed “And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement
title_sort “and we have not vanished, verdad?!”: chicano university student resistance through identity during the chicano movement
publisher Conferencia Internacional Permanente sobre Historia de la Educación
publishDate 2017
url http://eventosacademicos.filo.uba.ar/index.php/ische/39ische/paper/view/542
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work_keys_str_mv AT carlagonzalez andwehavenotvanishedverdadchicanouniversitystudentresistancethroughidentityduringthechicanomovement
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spelling I28-R145-542_oai2025-11-03 Carla Gonzalez 2017-07-15 23:35:45 This paper focuses how identity formation influenced Midwestern Chicano student activism during the Chicano Movement (1970s) at four predominately White Midwestern Institutions. A review of the literature regarding Chicano educational history shows that a majority of the scholarship focuses on a conceptual pattern developed by Guadalupe San Miguel called the “Plight” and “Struggle” of Southwestern Mexican Americans in educational history. Plight refers to how those in power used policy to retain social control of Mexican American students, which resulted in their segregated educational experience. Struggle refers to the ways in which Mexican American communities, students, and parents resisted discriminatory educational policies. This paper adds to the “Plight” and “Struggle” canon by discussing how colonial power and emancipatory resistance functioned for Chicanos in the Midwest. A majority of scholarship regarding Chicano educational history is situated in Southwest and California. This paper aims to fill gaps in Chicano educational history by focusing on institutions of higher education in the Midwest. This paper explores how Chicana/o students understood their own identity and how that influenced the creation of spaces for themselves at the University of Iowa, Illinois, Minnesota, and Wisconsin. I employ in conjunction with historical methodology, the concept of “space” and “place” through a critical pedagogy of place to analyze data sources such as student newsletters and newspapers. The general definition of place has been described as citizens’ relationship with the natural environment, and/or material spaces, however, as Ruitenberg points out, “each place has a history, often a contest history, of the people who inhabited in in past times”. Space, on the other hand, is socially constructed; it is fluid and is not bound to one place. Understanding how spatial fluidity influences identity can help prevent the “claim our true selves are inextricably bound with our ‘homeland’ or ‘native soil’”. This framing will allow me to investigate how the Midwest functions as conceptual spaces for Chicana/o students and how students might have considered the Midwest as their “home” despite being physically distant from what is typically considered “the homeland” (The American Southwest), as well as, how space influenced their notions of  “Mexican American”/“Chicano” identity.  Critical pedagogy of place offers valuable insight into understanding and addressing Midwest Chicano student isolation by “contextualizing knowledge and by resisting imperialist and homogenizing forces of globalized culture”. Preliminary results demonstrate that this hybrid identity of Midwestern and Chicano informed the types of acts of resistance they used to demand greater educational inclusion of Chicanos.   http://eventosacademicos.filo.uba.ar/index.php/ische/39ische/paper/view/542 en Conferencia Internacional Permanente sobre Historia de la Educación Los autores que envíen algún trabajo a la conferencia están de acuerdo con los siguientes términos:<br/> <strong>a)</strong>&nbsp; Los autores retienen el copyright de sus trabajos, y autorizar a la organización de la conferencia a que sus trabajos se publiquen con la licencia <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons de Reconocimiento</a>, que permite a terceros el libre acceso a los archivos, usar y compartir los trabajos, con el reconocimiento de la autoría y como primer punto de referencia de su presentación, esta conferencia.<br/> <strong>b)</strong>&nbsp;Los autores renuncian a los términos de la licencia CC y en un texto aparte, señalan los términos del acuerdo para la distribución no exclusiva y ulterior publicación de este trabajo (p.e., publicar en una versión revisada en una revista, depositarlo en un repositorio institucional o publicarlo en un libro), con el reconocimiento, como primer punto de referencia de su presentación, esta conferencia.<br/> <strong>c)</strong>&nbsp; Adicionalmente, se recomienda a los autores, a depositar y compartir sus trabajos a través de la web (p.e., en repositorios institucionales o en sus páginas web) bien antes o después de la conferencia. Conferencia Internacional Permanente sobre Historia de la Educación; 39 ISCHE. Educación y emancipación “And we have not vanished, verdad?!”: Chicano university student resistance through identity during the Chicano Movement Trabajo revisado (Peer-reviewed) https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=ische&d=542_oai

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