Required Texts
- (OA) Acuña, Rodolfo F. Occupied America: A History of Chicanos. 7th edition, 2011. ISBN-13: 978-0-205-78618-3
- (SR) Supplementary Reading materials will be uploaded on Angel or course website.
- Dictionary
Lessons
This section of the course website will include lecture materials and additional instructional materials.
Though I will try to upload PPT materials prior to class meetings,
previous lectures will be available at the end of every other week.
Week One
This week we concentrated our time breaking down two core concepts to Chicana/o Studies: epistemology and identity. The two are not entirely separate categories; in order for truth and knowledge to have meaning, it is crucial to have an identity. Identities are complex, and not quite easily identifiable simply by mere physical characteristics. Identities have an attachment to skin color, sexuality, socio economic status (race, gender, class), as well as geographic location and cultural background.
Identities are either: one) imposed upon oneself by dominant (hegemonic) societal values (think: this is what it means to be an American.... or this is what it means to be a Mexican....) two) identities can be self-imposed, that is, one chooses to identify with a particular label not commonly valued by dominant culture. Identities is what gives representation and power to a people. Identities are how society comes to understand what a people is all about. Without an identity, it is as if one's existence had never occurred.
Epistemology, for CES 151, will be rooted and influenced by the indigenous roots of Latina/o Chicana/o peoples. In other words, CES 151 de-centers Western epistemology, and centers the knowledges produced by indigenous, Mestizo, Chicanas/os. Our primary frameworks are In Lak Ech and Panche Be.
For next week, keep in mind how identity becomes influenced by larger political, economic, and other ideological forces.
Though I will try to upload PPT materials prior to class meetings,
previous lectures will be available at the end of every other week.
Week One
This week we concentrated our time breaking down two core concepts to Chicana/o Studies: epistemology and identity. The two are not entirely separate categories; in order for truth and knowledge to have meaning, it is crucial to have an identity. Identities are complex, and not quite easily identifiable simply by mere physical characteristics. Identities have an attachment to skin color, sexuality, socio economic status (race, gender, class), as well as geographic location and cultural background.
Identities are either: one) imposed upon oneself by dominant (hegemonic) societal values (think: this is what it means to be an American.... or this is what it means to be a Mexican....) two) identities can be self-imposed, that is, one chooses to identify with a particular label not commonly valued by dominant culture. Identities is what gives representation and power to a people. Identities are how society comes to understand what a people is all about. Without an identity, it is as if one's existence had never occurred.
Epistemology, for CES 151, will be rooted and influenced by the indigenous roots of Latina/o Chicana/o peoples. In other words, CES 151 de-centers Western epistemology, and centers the knowledges produced by indigenous, Mestizo, Chicanas/os. Our primary frameworks are In Lak Ech and Panche Be.
For next week, keep in mind how identity becomes influenced by larger political, economic, and other ideological forces.
Week Two
Tues, 01/21 - This week, our energies were spent in deconstructing la frontera/the border, and its historical and relationship to Chicana/o people. Gloria Anzaldúa in her "El Otro Mexico" fills in many gaps that have occurred due to Anglo-American (male) historiography--or the writing of the past. How historians have written about the Spanish Invasion, Anglo-American colonialism, and the US American war against Aztlán (now the U.S. Southwest) matters a great deal for Chicana/o people today. It matters because how history is written is how history is taught, and how US society learns about its origins is in all actuality how society will choose to remember.
Anzaldúa writes the "U.S.-Mexican border es una herida abierta where the Third World grates against the first and bleeds...Borders are set up to define the places that are safe and unsafe, to distinguish us from them" (p. 25). In other words, the colonial legacies, Anglo-American historiography continue to dismiss and ignore the lived experiences of those that live in the borderlands (the margins). How do one-sided perspectives rooted in exclusion and discrimination The border is a social construction that has designated who can be a citizen and who cannot. The border has defined and secured privileges for some people, at the expense of other people. And lastly, the border has excluded many people who historically have a direct connection and entitlement to the land and its resources.
This text was assigned in order to provide you with a critical understanding as to how the border continues to play a central role in how Mestizos are treated, perceived and interact with dominant Anglo-American society and culture. It will remain an important foundation for the rest of the semester.
Tues, 01/21 - This week, our energies were spent in deconstructing la frontera/the border, and its historical and relationship to Chicana/o people. Gloria Anzaldúa in her "El Otro Mexico" fills in many gaps that have occurred due to Anglo-American (male) historiography--or the writing of the past. How historians have written about the Spanish Invasion, Anglo-American colonialism, and the US American war against Aztlán (now the U.S. Southwest) matters a great deal for Chicana/o people today. It matters because how history is written is how history is taught, and how US society learns about its origins is in all actuality how society will choose to remember.
Anzaldúa writes the "U.S.-Mexican border es una herida abierta where the Third World grates against the first and bleeds...Borders are set up to define the places that are safe and unsafe, to distinguish us from them" (p. 25). In other words, the colonial legacies, Anglo-American historiography continue to dismiss and ignore the lived experiences of those that live in the borderlands (the margins). How do one-sided perspectives rooted in exclusion and discrimination The border is a social construction that has designated who can be a citizen and who cannot. The border has defined and secured privileges for some people, at the expense of other people. And lastly, the border has excluded many people who historically have a direct connection and entitlement to the land and its resources.
This text was assigned in order to provide you with a critical understanding as to how the border continues to play a central role in how Mestizos are treated, perceived and interact with dominant Anglo-American society and culture. It will remain an important foundation for the rest of the semester.
Thurs, 01/23 - Today's first half of the class we watched and discussed Viva La Causa part I. The second half of the class was spent discussing one final important Framework to CES 151: social construction. We quickly (and I mean quickly) what a social construction is and cited some key concepts central to the study of Chicanas/os: race, gender, sexuality and class.
Week Three
Tues, 01/28 - Introductory Lesson into Pre-Columbian Civilizations. Class activity and worksheet on contrasting the major Mesoamerican societies and civilizations prior to the arrival of Spanish.
Tues, 01/28 - Introductory Lesson into Pre-Columbian Civilizations. Class activity and worksheet on contrasting the major Mesoamerican societies and civilizations prior to the arrival of Spanish.
Thurs, 01/30 - First half of class was spent revisiting 'Gente de Maiz' lecture. Major points were looking into the ways early Mesoamerican civilizations structured their civilizations (gendered, classed). We also discussed some of the more significant contributions done by indigenous societies such as the Mayan concept of 'zero', or the Aztec's agricultural system of 'chinampas'. Second half of the class explained the emergence of Spain as a colonial power. Discussions revolved as to the events leading up to 1492, such as the reclamation of the Iberian Peninsula and the role of the Church (justifying racial purity and ideology). Major questions addressed were: What drove Spain’s emergence into the ‘New World’?; What justified the Spanish conquest?; What institutional, ideological, and economic forces allowed for the Occupation (later Colonization) of Middle America?
Week Four
Tues, 02/04 - Today's lesson broke down what 'The White Colonial Project' is. A journey through the events leading up to the US Invasion of Greater Mexico provides us with multiple understandings as to the way politics, the law, media and economics are part of the colonial project. Acuña's "Legacy of Hate" chapter discusses the Mexican Independence in relation to the emerging Anglo-American ambitions towards Empire. Major concepts: Colonization, manifest destiny, Plan de Iguala, Naturalization Act, Monroe Doctrine, Mexican Independence.
Tues, 02/04 - Today's lesson broke down what 'The White Colonial Project' is. A journey through the events leading up to the US Invasion of Greater Mexico provides us with multiple understandings as to the way politics, the law, media and economics are part of the colonial project. Acuña's "Legacy of Hate" chapter discusses the Mexican Independence in relation to the emerging Anglo-American ambitions towards Empire. Major concepts: Colonization, manifest destiny, Plan de Iguala, Naturalization Act, Monroe Doctrine, Mexican Independence.
Thurs, 02/06 - Today's lesson discussed the Treaty of Guadalupe Hidalgo and its impact on (recently created) Mexican-American people. Major objectives were to grasp the historical, cultural, political and economic context for the Treaty of Guadalupe Hidalgo and to begin making critical connections between 19th historical-cultural phenomenon and its impact on 20th century Mexican-Americans. Major concepts: Treaty of..., Articles VIII-XI and impact on US Southwest/Greater Mexico, defining nation and nationality, White Colonial Project (institutions, ideologies, difference), Protocol of Queretaro, and Gadsden Purchase.
As we re-caped this week's objectives, it seems that the following equation sums up what exactly the White Colonial Project was and, as we will see in Unit III, continues to be:
MONEY (and the desire for MORE MORE MORE) + CONTROL (political-economic-cultural hegemony) = COLONIZATION.
UNIT III devotes its energies to understanding how Mexican-American, later Chicana/o people, have navigated, negotiated and resisted in order to survive and thrive.
As we re-caped this week's objectives, it seems that the following equation sums up what exactly the White Colonial Project was and, as we will see in Unit III, continues to be:
MONEY (and the desire for MORE MORE MORE) + CONTROL (political-economic-cultural hegemony) = COLONIZATION.
UNIT III devotes its energies to understanding how Mexican-American, later Chicana/o people, have navigated, negotiated and resisted in order to survive and thrive.
Week Five
Tues, 02/11 - Labor and Education are inseparable for Chicana/o Latina/o peoples.
Thurs, 02/13 - This class lecture merges 20th century phenomenon (the completion of transcontinental railroad, WWI, the Great Depression, and rise of anti-communist red-baiting) and how it affected early Mexican-American communities. The story of Emma Tenayuca demonstrates the lived-experiences of women and men, and the kind of labor expected of racialized Mexican-American peoples. More importantly, Tenayuca's participation with the Finck Cigar Strike, and the Pecan Sheller's Strike, demonstrate the kind of activist strategies and resistance Mexican-American women adopted in order to gain better wages and working conditions. Similarly, Mexican-American peoples created Mutualista societies, and also used federal institutions (C.I.O) to advocate for more humane living and working conditions. The chart below visually illustrates how Mexican-Americans (individuals) interact with Anglo-American society (structure), then and now. Can you think of any examples today that might testify to this phenomenon?
Tues, 02/11 - Labor and Education are inseparable for Chicana/o Latina/o peoples.
Thurs, 02/13 - This class lecture merges 20th century phenomenon (the completion of transcontinental railroad, WWI, the Great Depression, and rise of anti-communist red-baiting) and how it affected early Mexican-American communities. The story of Emma Tenayuca demonstrates the lived-experiences of women and men, and the kind of labor expected of racialized Mexican-American peoples. More importantly, Tenayuca's participation with the Finck Cigar Strike, and the Pecan Sheller's Strike, demonstrate the kind of activist strategies and resistance Mexican-American women adopted in order to gain better wages and working conditions. Similarly, Mexican-American peoples created Mutualista societies, and also used federal institutions (C.I.O) to advocate for more humane living and working conditions. The chart below visually illustrates how Mexican-Americans (individuals) interact with Anglo-American society (structure), then and now. Can you think of any examples today that might testify to this phenomenon?
Week Six
Tues, 02/18 - What is Chicanismo? This question lies at the center of understanding 20th (and 21st century) struggles towards educational access and equity. The Plan de Santa Barbara established a voice for Chicana/o students. "At this moment we do not come to work for the university, but to demand that the university work for our people," words by Jose Vasconcelos, had a deeper meaning for the youth, educators and community members of the early Chicano Movement. These two excerpts illustrate the complex relationship between Higher Education and Mexican-Americans. The plan was a manifesto that advocated for Chicano nationalism and self-determination by means of education--the University.
The struggle for Chicano Liberation saw the University as an important resource for the barrio. However, with this relationship, one must ask: does the University want the Chicano liberated? how does the University appropriate or contain Chicano identity? what is the purpose of El Plan de Santa Barbara almost 45 years later?
Below find an attachment to the questions I came up with after reading the five pages. Review them and become acquainted with reading in the form of questioning. Also, review the Class Reading Schedule to know when you and your groups will need to be prepared to turn in and facilitate reading.
Tues, 02/18 - What is Chicanismo? This question lies at the center of understanding 20th (and 21st century) struggles towards educational access and equity. The Plan de Santa Barbara established a voice for Chicana/o students. "At this moment we do not come to work for the university, but to demand that the university work for our people," words by Jose Vasconcelos, had a deeper meaning for the youth, educators and community members of the early Chicano Movement. These two excerpts illustrate the complex relationship between Higher Education and Mexican-Americans. The plan was a manifesto that advocated for Chicano nationalism and self-determination by means of education--the University.
The struggle for Chicano Liberation saw the University as an important resource for the barrio. However, with this relationship, one must ask: does the University want the Chicano liberated? how does the University appropriate or contain Chicano identity? what is the purpose of El Plan de Santa Barbara almost 45 years later?
Below find an attachment to the questions I came up with after reading the five pages. Review them and become acquainted with reading in the form of questioning. Also, review the Class Reading Schedule to know when you and your groups will need to be prepared to turn in and facilitate reading.
Thurs, 02/20 - Guest Lecture with Luis Cortes.
Extra Credit Opportunity:
Watch the documentary "Lemon Grove Incident" and write a 1 page, single space (about 3-4 paragraphs) reflection. Make sure to use the notes taken from guest lecture. In order to receive maximum credit, you must type your notes and include them with your reflection piece. Reflection pieces must incorporate material from both guest lecture and 2/20 reading materials.
This assignment must be turned in to the Angel Drop Box, located under the Lessons Tab.
Deadline is Wed., 02/26 by 11:55pm
Extra Credit Opportunity:
Watch the documentary "Lemon Grove Incident" and write a 1 page, single space (about 3-4 paragraphs) reflection. Make sure to use the notes taken from guest lecture. In order to receive maximum credit, you must type your notes and include them with your reflection piece. Reflection pieces must incorporate material from both guest lecture and 2/20 reading materials.
This assignment must be turned in to the Angel Drop Box, located under the Lessons Tab.
Deadline is Wed., 02/26 by 11:55pm
GROUP EMAILS ATTACHMENT here
Week Seven - Midterm I
Tues, 02/25 - No lecture notes.
Thurs, 02/27 - No lecture notes.
Week Eight
Tues, 03/04 - World War I and WWII proved significant for Mexican-American communities for many reasons; namely, these wars provided Mexican-Americans with the desire (and justification) to demand more from US government policies. Despite the mass numbers of Mexican-American youth that fought for the American forces in both wars, many of these young males came back to the US and faced discrimination in multiple forms. The life experiences of Guy Gabaldón and Gabriel Navarrete illustrate the complex ways Mexican-Americans were categorized and perceived in dominant white American society.
WWII also transformed 20th century Mexican-American familial relationships and identities. Specifically, Mexican-American women began to question and resist cultural norms and the gender roles it inscribed upon their bodies, labor and politics. The 1940's also witnessed the formation of a Counter-Culture: Pachucos and Pachucas.
Tues, 02/25 - No lecture notes.
Thurs, 02/27 - No lecture notes.
Week Eight
Tues, 03/04 - World War I and WWII proved significant for Mexican-American communities for many reasons; namely, these wars provided Mexican-Americans with the desire (and justification) to demand more from US government policies. Despite the mass numbers of Mexican-American youth that fought for the American forces in both wars, many of these young males came back to the US and faced discrimination in multiple forms. The life experiences of Guy Gabaldón and Gabriel Navarrete illustrate the complex ways Mexican-Americans were categorized and perceived in dominant white American society.
WWII also transformed 20th century Mexican-American familial relationships and identities. Specifically, Mexican-American women began to question and resist cultural norms and the gender roles it inscribed upon their bodies, labor and politics. The 1940's also witnessed the formation of a Counter-Culture: Pachucos and Pachucas.
Thurs, 03/06 - See lecture notes.
Week Nine
Tues, 03/11 - Reading Workshop 101: This lesson revisited Catherine Sue Ramirez's "Saying Nothin'". Emphasis was placed on how to locate the thesis statement, and comprehend the role of evidence and examples to the main argument.
Thurs, 03/13 - Writing Workshop: This lesson discussed the basics to academic writing. Emphasis was placed on essay organization, paragraph structure, and idea development.
Week Ten - Spring Break
Tues, 03/18 - Research Topics and Questions.
Thurs, 03/20 - Research Topics and Questions.
Week Eleven -
Tues, 03/25 -The 1950s was a "decade when the government's transportation and housing policies bulldozed and destroyed minority communities" (263). Mexican-Americans were forced to negotiate US housing and transportation policies in the form of FHA 1949 Act and urban renewal programs. The case study of Chavez Ravine illustrates the influence that Anglo-American capitalists interests (finance, real estate, industry, transportation, housing) had in the shaping of American society.
However, despite the multiples forms that the "possessive investment in whiteness" took (militarization of INS, eminent domain, and the containment of politicized labor unions), Mexican-Americans organized and resisted in a myriad of forms. We finished class by viewing the first couple of minutes to "Salt of the Earth", a visual adaptation to the true story based on the Empire Zinc Strike. The strike was against the labor practices and exploitative realities that Mexican American mine workers were forced to confront as employees of the Empire Zinc and Grant County.
The Empire Zinc Strike, most importantly, demonstrates the paradigm shift amongst Mexican-American women. In the Salt of the Earth, what role do women play? How are women addressing issues that their male counterparts are not? Why?
Tues, 03/11 - Reading Workshop 101: This lesson revisited Catherine Sue Ramirez's "Saying Nothin'". Emphasis was placed on how to locate the thesis statement, and comprehend the role of evidence and examples to the main argument.
Thurs, 03/13 - Writing Workshop: This lesson discussed the basics to academic writing. Emphasis was placed on essay organization, paragraph structure, and idea development.
Week Ten - Spring Break
Tues, 03/18 - Research Topics and Questions.
Thurs, 03/20 - Research Topics and Questions.
Week Eleven -
Tues, 03/25 -The 1950s was a "decade when the government's transportation and housing policies bulldozed and destroyed minority communities" (263). Mexican-Americans were forced to negotiate US housing and transportation policies in the form of FHA 1949 Act and urban renewal programs. The case study of Chavez Ravine illustrates the influence that Anglo-American capitalists interests (finance, real estate, industry, transportation, housing) had in the shaping of American society.
However, despite the multiples forms that the "possessive investment in whiteness" took (militarization of INS, eminent domain, and the containment of politicized labor unions), Mexican-Americans organized and resisted in a myriad of forms. We finished class by viewing the first couple of minutes to "Salt of the Earth", a visual adaptation to the true story based on the Empire Zinc Strike. The strike was against the labor practices and exploitative realities that Mexican American mine workers were forced to confront as employees of the Empire Zinc and Grant County.
The Empire Zinc Strike, most importantly, demonstrates the paradigm shift amongst Mexican-American women. In the Salt of the Earth, what role do women play? How are women addressing issues that their male counterparts are not? Why?
"All of these activities produced a measure of moral outrage--each victory, and even each defeat, politicized larger numbers of Mexican-Americans."
(Acuña, 281)
Thurs, 03/27 - The Chicano Movement
This lesson provided a overview into the core philosophy of the Chicano Movement: labor, education, and anti-war. After contextualizing the 1960s as a time of social and political organizing, we dived into the rise of the Chicano Movement. Students from CA, TX, and AZ rose up against a Eurocentric school curriculum and demanded for Brown Histories to be taught. On the fields, the Mexican Americans allied with Filipino workers to form the UFW. And in critique of US Empire, the Brown Berets alongside the organizing efforts of Corky Gonzalez imagined the Chicano Moratorium to be a significant step to decolonize US foreign policy.
The latter half of this lesson contrasted the Chicano Movement nationally, with the Chicano Movement at WSU.
This lesson provided a overview into the core philosophy of the Chicano Movement: labor, education, and anti-war. After contextualizing the 1960s as a time of social and political organizing, we dived into the rise of the Chicano Movement. Students from CA, TX, and AZ rose up against a Eurocentric school curriculum and demanded for Brown Histories to be taught. On the fields, the Mexican Americans allied with Filipino workers to form the UFW. And in critique of US Empire, the Brown Berets alongside the organizing efforts of Corky Gonzalez imagined the Chicano Moratorium to be a significant step to decolonize US foreign policy.
The latter half of this lesson contrasted the Chicano Movement nationally, with the Chicano Movement at WSU.
Week Twelve
Tues, 04/01 - This lesson contextualized the historical significance of Corky Gonazalez's "Yo Soy Joaquin" in relation to the 1800's corrido ballad of Tiburcio Vasquez. This lesson demonstrates the interlocking power behind language, voice, and cultural identity. Students were then able to write their own voices via power of the word: poetry, drawing, short essay.
Thurs, 04/03 - Instructor will be out of town at the NAES 2014 Conference. No Class.
Week Thirteen
Tues, 04/08 - This class was focused on breaking down three main questions:
1 - What is Chicana Feminism?
2 - What does "theory in the flesh" signify?
3 - How is Chicana Feminism an investigation of Intersectionality?
Thurs, 04/10 - Guest Lecture on "From a Long Line of Vendidas" by Cherrie Moraga
Week Fourteen
Tues, 04/15 - Today's lesson deconstructed the University as it exists post-Chicana/o Movement. Using Teresa Cordova's framework of "all social relations as colonial relations", this lesson first broke down what 'Power', 'Knowledge', and the 'Academy' signify. According to Cordova, the University is an institution that protects its class interests. Chicanas/os, alongside other "border intellectuals", are constantly making the University's interests vulnerable as a result of the insights and presence of first generation students of color.
Naturally, those students that derive from working class communities will view the University a little differently than those who have had access and capital to be a part of the University. Cordova reminds us that Chicana/o students must constantly navigate colonial relationships in the University in multiple ways. For example, the "Holy Trinity of the Ivory Tower" helps explain the priorities and general structure of the Academy. Cordova closes her article by providing us with possible strategies to counter the colonialism of the University, in hopes of making the University a better place for brown, black, red, yellow and white peoples.
Applying WSU as a case study, students reserach the historical origins to one building at WSU and the legacies of the Chicano Movement at WSU. Together, these realities demonstrate how WSU is itself an institution that places priority to the legacies of one group of people, while strategically invoking Multiculturalism.
Tues, 04/01 - This lesson contextualized the historical significance of Corky Gonazalez's "Yo Soy Joaquin" in relation to the 1800's corrido ballad of Tiburcio Vasquez. This lesson demonstrates the interlocking power behind language, voice, and cultural identity. Students were then able to write their own voices via power of the word: poetry, drawing, short essay.
Thurs, 04/03 - Instructor will be out of town at the NAES 2014 Conference. No Class.
Week Thirteen
Tues, 04/08 - This class was focused on breaking down three main questions:
1 - What is Chicana Feminism?
2 - What does "theory in the flesh" signify?
3 - How is Chicana Feminism an investigation of Intersectionality?
Thurs, 04/10 - Guest Lecture on "From a Long Line of Vendidas" by Cherrie Moraga
Week Fourteen
Tues, 04/15 - Today's lesson deconstructed the University as it exists post-Chicana/o Movement. Using Teresa Cordova's framework of "all social relations as colonial relations", this lesson first broke down what 'Power', 'Knowledge', and the 'Academy' signify. According to Cordova, the University is an institution that protects its class interests. Chicanas/os, alongside other "border intellectuals", are constantly making the University's interests vulnerable as a result of the insights and presence of first generation students of color.
Naturally, those students that derive from working class communities will view the University a little differently than those who have had access and capital to be a part of the University. Cordova reminds us that Chicana/o students must constantly navigate colonial relationships in the University in multiple ways. For example, the "Holy Trinity of the Ivory Tower" helps explain the priorities and general structure of the Academy. Cordova closes her article by providing us with possible strategies to counter the colonialism of the University, in hopes of making the University a better place for brown, black, red, yellow and white peoples.
Applying WSU as a case study, students reserach the historical origins to one building at WSU and the legacies of the Chicano Movement at WSU. Together, these realities demonstrate how WSU is itself an institution that places priority to the legacies of one group of people, while strategically invoking Multiculturalism.
Thurs, 04/17 - Peer Review evaluations. You are required to have at least two (2) group members read and edit your essay. You will turn this in alongside your final draft.
Week Fifteen
Tues, 04/22 - For this lesson, students were instructed to watch "Maquilapolis", a 2006 documentary that details the current status of the U.S.-Mexican border. Drawing from the lived realities and experiences of Tijuana's maquila industry, the documentary explores the testimonies of many Maquila women workers. Maquiladoras--or sweat shop factories--are not simply a Mexico, but found across the Global South. This film, in relation to Acuña's Ch. 14, must be used for your final assignment.
Week Fifteen
Tues, 04/22 - For this lesson, students were instructed to watch "Maquilapolis", a 2006 documentary that details the current status of the U.S.-Mexican border. Drawing from the lived realities and experiences of Tijuana's maquila industry, the documentary explores the testimonies of many Maquila women workers. Maquiladoras--or sweat shop factories--are not simply a Mexico, but found across the Global South. This film, in relation to Acuña's Ch. 14, must be used for your final assignment.
This is an example to the effects of NAFTA (North American Free Trade Agreement), the WB (World Bank), the IMF (International Monetary Fund), and Globalization in general. Globalization can be traced since the 1980s, with the turn to neoliberal capitalism. Globalization, as documented in the documentary, has had disastrous effects for women, families, children, the environment, workers rights, labor organizing, safe working conditions, and migration patterns.
When NAFTA was signed into law (1994), the Ejercito Zapatista Liberacion Nacional (ZAPATISTAS) declared war against Neoliberal Capitalism, and the Mexican-US-Canadian pact. Here, in this video, Subcomandante Marcos of the EZLN discusses what Globalization is, and illustrates the necessity to strategically organize and cultivate a counter-resistance.
When NAFTA was signed into law (1994), the Ejercito Zapatista Liberacion Nacional (ZAPATISTAS) declared war against Neoliberal Capitalism, and the Mexican-US-Canadian pact. Here, in this video, Subcomandante Marcos of the EZLN discusses what Globalization is, and illustrates the necessity to strategically organize and cultivate a counter-resistance.
Thurs, 04/24
As our final lesson, it was my intention to provide students with a critical mapping to the contemporary difficulty of organizing and collectively envisioning a better future. Using Professor Heidenreich's article "Against the Grain", this class provided students an opportunity to voice their interpretations to the relationship between Greek frats/sororities, and the rise of Hispanic/Multicultural frats/sororities.
"Against the Grain" looks to the near past (1930s, 1960s) in order to make sense of the present. Rightly so, the article demonstrates that the contemporary 21st century reality is one of "Backlash". The author pushes students across US universities to reconsider their allegiances and political imaginaries.
Students were able to voice their understanding of power, racism, sexism when it comes to "Traditional Vs. Multicultural" Letters.
As our final lesson, it was my intention to provide students with a critical mapping to the contemporary difficulty of organizing and collectively envisioning a better future. Using Professor Heidenreich's article "Against the Grain", this class provided students an opportunity to voice their interpretations to the relationship between Greek frats/sororities, and the rise of Hispanic/Multicultural frats/sororities.
"Against the Grain" looks to the near past (1930s, 1960s) in order to make sense of the present. Rightly so, the article demonstrates that the contemporary 21st century reality is one of "Backlash". The author pushes students across US universities to reconsider their allegiances and political imaginaries.
Students were able to voice their understanding of power, racism, sexism when it comes to "Traditional Vs. Multicultural" Letters.