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Reading, Writing, and Revolution
Language has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans’ relationship to education—including their enrollment in the Spanish-language community schools called escuelitas—served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity. Philis Barragán Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragán Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity.
Reading
"From 1880 to 1940, ethnic Mexicans enrolled their children in both public schools and escuelitas (little schools)-"two contradictory educational traditions with mutually exclusive messages," Philis Barragán Goetz writes. Texas public school administrators believed that you could not live in the United States and be a citizen if you did not speak English and demonstrate a familiarity with the laws of the country. Mexican consuls and many upper class Mexican nationals, on the other hand, believed that "the residents of this Mexican colony had a responsibility to keep the true Mexico alive in the United States." Each side demanded that ethnic Mexicans choose the country to which they would belong, scoffing at the notion of anything in between. In this history of escuelitas in Texas, Barragán Goetz marshals deep archival and oral history research to show how, for many decades, numerous ethnic Mexicans did choose something in between, and how the escuelita model slowly transformed to meet the needs of Mexican Americans"--
The Strange Career of Bilingual Education in Texas, 1836-1981
Awarded the Texas State Historical Association's Coral Horton Tullis Memorial Prize; presented March 2005 Despite controversies over current educational practices, Texas boasts a rich and vibrant bilingual tradition-and not just for Spanish-English instruction, but for Czech, German, Polish, and Dutch as well. Throughout the nineteenth and twentieth centuries, Texas educational policymakers embraced, ignored, rejected, outlawed, then once again embraced this tradition. In The Strange Career of Bilingual Education in Texas, author Carlos Blanton traces the educational policies and their underlying rationales, from Stephen F. Austin's proposal in the 1830s to "Mexicanize" Anglo children by tea...
Blowout!
In March 1968, thousands of Chicano students walked out of their East Los Angeles high schools and middle schools to protest decades of inferior and discriminatory education in the so-called "Mexican Schools." During these historic walkouts, or "blowouts," the students were led by Sal Castro, a courageous and charismatic Mexican American teacher who encouraged the students to make their grievances public after school administrators and school board members failed to listen to them. The resulting blowouts sparked the beginning of the urban Chicano Movement of the late 1960s and early 1970s, the largest and most widespread civil rights protests by Mexican Americans in U.S. history. This fascinating testimonio, or oral history, transcribed and presented in Castro's voice by historian Mario T. Garcia, is a compelling, highly readable narrative of a young boy growing up in Los Angeles who made history by his leadership in the blowouts and in his career as a dedicated and committed teacher. Blowout! fills a major void in the history of the civil rights and Chicano movements of the 1960s, particularly the struggle for educational justice.
Tejano Proud
"Readers interested not only in music, but also in ethnic studies and popular culture, will appreciate the broad spectrum covered in Tejano Proud: Tex-Mex Music in the Twentieth Century."--BOOK JACKET.
The Shoulders We Stand On
The Shoulders We Stand On traces the complex history of bilingual education in New Mexico, covering Spanish, Diné, and Pueblo languages.
Troublemakers
A powerful history of student protests and student rights during the desegregation era In the late 1960s, protests led by students roiled high schools across the country. As school desegregation finally took place on a wide scale, students of color were particularly vocal in contesting the racial discrimination they saw in school policies and practices. And yet, these young people had no legal right to express dissent at school. It was not until 1969 that the Supreme Court would recognize the First Amendment rights of students in the landmark Tinker v. Des Moines case. A series of students’ rights lawsuits in the desegregation era challenged everything from school curricula to disciplinary...
Educating the Enemy
In Educating the Enemy, Jonna Perrillo not only tells this fascinating story of Cold War educational policy, she draws an important comparison to another population of children in the El Paso public schools who received dramatically different treatment: Mexican Americans. Like everywhere else in the Southwest, Mexican children in El Paso were segregated into "Mexican" schools, as opposed to the"American" schools the German students attended. In these "Mexican" schools, children were penalized for speaking Spanish, which,because of residential segregation, was the only language all but a few spoke. They also prepared students for menial jobs that would keep them ensconced in Mexican American enclaves. .
Methods for Measuring Greenhouse Gas Balances and Evaluating Mitigation Options in Smallholder Agriculture
This book provides standards and guidelines for quantifying greenhouse gas emissions and removals in smallholder agricultural systems and comparing options for climate change mitigation based on emission reductions and livelihood trade-offs. Globally, agriculture is directly responsible for about 11% of annual greenhouse gas (GHG) emissions and induces an additional 17% through land use change, mostly in developing countries. Farms in the developing countries of sub-Saharan Africa and Asia are predominately managed by smallholders, with 80% of land holdings smaller than ten hectares. However, little to no information exists on greenhouse gas emissions and mitigation potentials in small...
Finance Against Poverty
This book expands the theory that poverty in the world's poorest regions could be eased by providing loans to microentrepreneurs. This volume provides an analysis of this theory and offers policy recommendations for practitioners in this field.
