In the documentary “Unrest”, there were various of authors as they all contributed by saying the history of what really happened in the process of making a Chicana/o studies department at San Fernando Valley State College. Also, showed what was happening at the school in the late 1960’s. The documentary showed the founding of The San Fernando Valley State College knows as CSUN today, Chicana/o Studies Department. The San Fernando Valley State College students and faculty made huge sacrifices to fight for the school's administration to teach Chicano studies and for the school to be inclusion. Wanting to bring Latinos and Chicanos to the school by including a Chicana/o studies department in the campus so they can feel like they can fit in. The …show more content…
Then they had another challenge whereas their first Chicano house got burned, as the students thought the white students burn the house. According to Everto Ruiz, “people tried sending us a message, to discourage us we had a reaction I think that was surprising to some people we came together as a family” (Everto Ruiz “Unrest”). The students handled the situation in a great way, as they got together as a family. Chicano/a studies department was the greatest accomplishment, as is the largest in the nation. Based on Maslow’s Hierarchy of Needs there are two Needs shown in “Unrest”. The two needs are Safety and Social Needs. Safety needs, because the students did not even know if they were going to be safe or not. Just how the incident happened off the Chicano house getting burned, safety need was a need the students needed. Social needs, because the Chicanos students need to feel valued, as they do not feel valued or as they belong in the school. Just how they had to sacrifice themselves so they can open up the door to a Chicana/o studies department on campus. Overall, throughout all the sacrifices the students put up with, Chicano/a studies department was a success to …show more content…
I had no idea that the students had to fight and sacrificed themselves in order for there to be a Chicana/o Studies department at the school. As I did not know that CSUN had no Chicano studies department I thought the department was already on campus when they first began the school. So crazy what the students had to go through, to establish a Chicana/o studies department. In the late 1960’s there were only a bit of Chicanos and Latinos on campus, and they felt discriminated. Also, so brutal that the high school teachers or other people will tell the students that were identified a Chicano or Latino that they were not going to get accepted into college, that there was no way they can possibly go to college. In my opinion, I hate the fact that Latinos are always put down. I say color should not matter whether an individual can go to college or not. I also did not know that Rudy Acuna was the founder of Chicana/o studies at CSUN. What gave me the most lasting impression was when the Chicano house was burned, the Chicanos did not harm or get revenge towards the issue. The Chicanos did not harm the white people as that's what they thought could have possibly burned down the house. In addition, what gave me the most lasting impression was that Chicanos and Latino still went off to college even if they were told they could not
La Raza Unida and Brown Berets Unions have been, and continue to be, an important force for democracy, not just in the workplace, but also in the community – locally, nationally, and globally. Unions make democracy work better. Political, labor, and racial unions have been instrumental in the lives of many people in the United Sates, and even more important, they have led to important advances in the American histoy. For many years, the Chicano people were considered minority, the situation was to change in the mid and late 1960s, as many movements developed in response to the oppression of the Chicano community. In order to effect social change, Chicanos saw the need to enter into politics and galvanize the Mexican American community.
In the book Chicano Students and the Courts, the author Richard R. Valencia provides a very detailed overlook of the education litigation that the Mexican American students and community went through for education. They fought for education equality and desegregation in schools throughout the country from K-12 and in higher education facilities. The separation of Mexican Americans from their white colleagues around 1848; this started the mistreatment and discrimination of students of Mexican decent. The objective that the author would like to demonstrate is the effort that the Latino community, parents and students, endured for equal opportunities in the educational system. The number of desegregation lawsuits that were created by Mexican
The walkouts became widely known as the first Chicano Movement which was specifically for equality in education (education reform). This movement was important to the students since their needs were not being reached. The students also wanted immediate change since they were not getting proper guidance, or any guidance at all, from their counselors on the pathway to college and being successful. Instead, teachers and administrators were giving the students prejudice and stereotype what their future would be depending on their ethnicity. Teachers and administrators believed Mexican American students did not need the guidance since they would say the students would follow in their family’s footsteps and become a high school dropout and work as a mechanic, farm worker, or join the army.
This chapter portrayed the cross of races, the opportunities for both the positive and negative sides, the ultimate goal that Mexican-American woman wanted was acceptance. Acceptance they believed they deserved because of the hard work and dedication they were
The Chicano movement was formed by mexican-americans. They influenced the Chicano culture and Chicano artistic expression by giving it the power to find themselves and express. The Chicano culture allowed them to know about themselves. It can be different than other U.S cultures and can be under estimated. The Chicano artistic expression allows people to express themselves.
“According to the U.S. Census,” Muñoz writes, “by 1930 the Mexican population had reached 1,225,207, or around 1% of the population.” As a result the discrimination became more widespread and an overall greater problem in the U.S. Soon, this racism became propaganda and was evident throughout the media, “Patriots and Eugenicists argued that ‘Mexicans would create the most insidious and general mixture of white, Indian, and Negro blood strains ever produced in America’ and that most of them were ‘hordes of hungry dogs, and filthy children with faces plastered with flies [...] human filth’ who were ‘promiscuous [...] apathetic peons and lazy squaws [who] prowl by night [...] stealing anything they can get their hands on,” Muñoz writes. This exhibits the vulgar racism that evolved into the Chicano movement. The Chicano movement started with injustice in education.
In this essay, I will argue how the Chicanos in the U.S. have responded to the lack of inclusion in history, opportunities, to racism and violence because through time we have seen how the Chicanos have been part of the country history and what it came to be, but we have been left out of history. The Chicano helped build what the united states came to be, we are part of its culture since the treaty of Guadalupe was signed, but our path has not been easy, many have been victims of oppression, poor working conditions, lack of civil rights and segregation. I’ll argue not that the Chicano has been a victim but what he or she have done to change the way things were for our ancestors in this obscure past of our history, how we have come together
In the 1960s, the Chicano movement started to gain momentum. Chicanos began banding together to protect others while discovering their own self-identity. One source says that, a newfound gratitude for Chicano culture was detected. It goes on to state that, a “cultural rebirth was proclaimed” which had been provoked by “rediscovery” and an acknowledgement of their collective indigenous roots. The author adds that, it was a chance to uncover “a positive self-definition” (Rodriguez, "Building Aztlan: Chicano Movement Springs Back to Life").
Injustice and inequality often ignite the sparks of social and political movements. The Chicano (Mexican-American) and Puerto Rican movements of the 1900s provide such examples. Latinos are often considered a homogeneous and involved political subsection or as Beltrán describes a ‘sleeping giant.’ The metaphor describes a sleeping giant who contains much political control through its sheer size but does little with its power. Mexican-Americans and Puerto Ricans have historically proven this metaphor wrong and mobilized in great numbers to affect real change within their respective communities.
Men within the Chicano community felt that they were done a social injustice by “white” citizens. Moreover, women who were “white” felt that they were done an injustice by white males. The contradiction of the border, stated in the preface, is due in part to the Chicano community believing that they were better than the “white” community. Furthermore, the men of the Chicano community had done a gender injustice to the
This is what was happening in Arizona. The Governor removed the class’s humanity because they were teaching controversial information in the class. They were trying to save their class by peaceful protests, but the oppressors or government was making their protests seem comparable a revolt against the US Government. This class was growing graduation rates of Mexican-Americans in Tuscan High School, everyone that took the classes graduated and then 85 percent of those who graduated attend college making the class a success. The only way for the oppressed to overcome the oppressors is to not become a subject or object but to join together to end the oppression.
A Fierce Discontent McGerr, Michael E. A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 18701920. Oxford: Oxford UP, 2005. Print. In “A fierce Discontent”, the main thesis of the book is to give insight to the progressive movement during the 19th century.
For this book review, I am going to be talking about David Montejano’s book entitled Quixote’s Soldiers, A local history of the Chicano Movement, 1966-1981. The author’s purpose is very well explained and it is not hard to understand. The author clearly tries to explain different ideologies, individuals and organizations located in one of the Southwest’s major cities, San Antonio, Texas, during the late 1960s and early 190s. All these varieties mentioned above made possible that a movement was created called Chicano Movement, a group that David Montejano provides a deeply understanding and description of the movement during the reading of the book. Since, the city was governed by a tough Anglosocial elite that was firmly convinced in the way
Segregation of Mexican Americans from the dominant Anglo race has been around for many years. Since the Treaty of Guadalupe Hidalgo Mexican Americans have been treated like a second-class race facing racism and segregation. As a result, segregation in the education system affected Mexican American children. An increasing number of Mexican Americans across California led to an increase of Mexican children enrolling in schools. Author David James Gonzales (2017), explores the degrading school facilities Mexican students were assigned to.
John Rawls was a famous political and moral philosopher who believed strongly in civil disobedience. He once said, “Civil disobedience is essentially disobedience to law within fidelity to law rather than disobedience directed against the law itself” (Buttle 650). The women’s right activist group, Sister’s Uncut, staged a protest at the movie premiere of Suffragette in London. Suffragette was supposed to be a ground breaking feminist film about English women suffragists. During the 19th century the suffrage movement began.