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UCLA - CHICANO 10 - Class Notes - Week 6

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UCLA - CHICANO 10 - Class Notes - Week 6

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background image Chicanx ​ ​10A​ ​Fall​ ​2017​ ​​ ​Professor​ ​Johnson     Week ​ ​6    
Today’s
​ ​Readings,​ ​Nationalism,​ ​ethnic​ ​studies   1. ​ ​Creating​ ​Critical​ ​Consciousness    ​ ​​ ​​ ​​ ​​ ​​ ​​ ​A.​ ​DuBois:​ ​Double​ ​Consciousness   a. ​​ first lens views​​ ​the​ ​self​ ​pushing​ ​forward​ ​from​ ​the​ ​social​ ​position​ ​of​ ​a​ ​marginalized  other  b. ​​ ​​second lens​:​​ ​focuses​ ​on​ ​how​ ​the​ ​dominant​ ​social​ ​group​ ​describes​ ​and​ ​represents  marginalized ​ ​other​ ​to​ ​drive​ ​them​ ​backward​ ​towards​ ​subordination  ​ ​​ ​​ ​​ ​​ ​​ ​B.​ ​Second​ ​Sight  a. ​ ​extraordinary​ ​social​ ​perspective​ ​to​ ​recognize​ ​gaps​ ​in​ ​hegemonic​ ​power​ ​structure  b. ​ ​distinct​ ​vantage​ ​point​ ​from​ ​which​ ​to​ ​see​ ​dominant​ ​subjectivities​ ​and​ ​their​ ​relations​ ​to  others   c. ​ ​discerning​ ​and​ ​critical​ ​vantage​ ​point  2. ​ ​Coming​ ​Back​ ​to​ ​the​ ​1960s​ ​and​ ​Early​ ​70s​ ​:​ ​Colonialism​ ​and​ ​Internalized​ ​Oppression   a. ​​ ​​internalized oppression​:​​ ​a​ ​consequence​ ​of​ ​oppression​ ​that​ ​helps​ ​maintain​ ​inequality  i. ​ ​coming​ ​to​ ​believe​ ​the​ ​dominant​ ​messages​ ​and​ ​images​ ​that​ ​refer​ ​to​ ​us​ ​as​ ​inferior  ii. ​ ​racial​ ​effects​ ​of​ ​poverty​ ​and​ ​isolation​ ​on​ ​indigenous​ ​communities  b. ​ ​Chicanxs​ ​are​ ​a​ ​colonized​ ​population​ ​in​ ​the​ ​US​ ​(dominated​ ​by​ ​outsiders,​ ​much​ ​as  colonial ​ ​subjects​ ​in​ ​the​ ​3rd​ ​world​ ​with​ ​indigenous​ ​values​ ​and​ ​ways​ ​of​ ​life​ ​destroyed)   c. ​ ​​Femicide​:  i.e ​ ​maquiladora​ ​industries:​ ​women​ ​worked​ ​rendered​ ​vulnerable​ ​because​ ​of​ ​the  way ​ ​its​ ​set​ ​up,​ ​conditions,​ ​violence,​ ​exposed​ ​to​ ​more​ ​of​ ​this​ ​and​ ​even​ ​death   i.e. ​ ​1​ ​Child​ ​Policy​ ​in​ ​China—-abortion​ ​encouraged​ ​if​ ​child​ ​is​ ​female   3. ​ ​Institutionalizing​ ​​ ​Ethnic​ ​Studies  a. ​ ​transform​ ​the​ ​racist​ ​educational​ ​system  b. ​ ​education​ ​relevant​ ​to​ ​struggles​ ​for​ ​racial​ ​justice​ ​at​ ​home​ ​and​ ​board  c. ​ ​programs​ ​to​ ​support​ ​students​ ​and​ ​community​ ​organizing   d. ​ ​​ ​set​ ​educational​ ​standards  e. ​ ​by​ ​1971,​ ​ethnic​ ​studies​ ​at​ ​over​ ​3000​ ​schools​ ​and​ ​nearly​ ​1,300​ ​schools​ ​to​ ​offer​ ​at​ ​least  one ​ ​ethnic​ ​studies​ ​course   4. ​ ​​Chicano​ ​Nationalism  a. ​ ​chicano​ ​self​ ​determination  b. ​ ​racial​ ​solidarity,​ ​separation,​ ​self​ ​reliance   c. ​ ​overcome​ ​racial​ ​self​ ​hate,​ ​instill​ ​pride 
background image d. ​ ​militant​ ​resistance​ ​to​ ​racism  e. ​ ​development​ ​and​ ​preservation​ ​of​ ​distinctive​ ​chicano​ ​identity  f. ​ ​recognition​ ​of​ ​Azlan​ ​as​ ​true​ ​homeland   5. ​ ​​Atzlan  a. ​ ​sacred​ ​creation​ ​story​ ​of​ ​the​ ​migration​ ​of​ ​the​ ​native​ ​people  b. ​ ​divisive​ ​between​ ​chicanx​ ​and​ ​native​ ​people  c. ​ ​in​ ​70s​ ​it​ ​was​ ​a​ ​territorial​ ​noun  d. ​ ​gets​ ​stigmatized​ ​by​ ​Chicanx​ ​and​ ​Latinx​ ​people   e. ​ ​story​ ​of​ ​belonging,​ ​this​ ​is​ ​Atzlan,​ ​we​ ​create​ ​it   6. ​ ​Chicano​ ​Nationalism  a. ​ ​an​ ​oppressed​ ​people​ ​must​ ​first​ ​cherish​ ​a​ ​friendly​ ​union​ ​among​ ​themselves  b. ​ ​Chicanxs​ ​must​ ​control​ ​the​ ​politics​ ​and​ ​economics​ ​of​ ​their​ ​communities  c. ​ ​separate​ ​nations​ ​and​ ​turn​ ​to​ ​homelands  d. ​ ​most​ ​important​ ​and​ ​common​ ​goal:​ ​to​ ​liberate​ ​people​ ​of​ ​color​ ​from​ ​oppression   7. ​ ​Counter​ ​attack  a. ​ ​by​ ​1974,​ ​only​ ​200​ ​ethnic​ ​studies​ ​programs​ ​remained  b. ​ ​rebuilding​ ​what​ ​we​ ​built   8. ​ ​Penalosa:​ ​Defining​ ​the​ ​Mexican​ ​American  a. ​ ​this​ ​is​ ​written​ ​in​ ​1971:​ ​a​ ​snapshot​ ​into​ ​the​ ​self​ ​reflection​ ​going​ ​on​ ​among​ ​Chicanos  around ​ ​identity​ ​and​ ​race  b. ​ ​Chicano​ ​studies​ ​as​ ​​ ​field​ ​in​ ​early​ ​formation   c.. ​ ​Penalosa​ ​is​ ​questioning​ ​the​ ​range​ ​of​ ​variation​ ​in​ ​mexican/mexican​ ​american/chicano  identity  d. ​ ​chicano​ ​culture​ ​is​ ​“heterogeneous”​ ​(now​ ​a​ ​foregone​ ​conclusion)    
9.
​ ​Juan​ ​Gomez-Quinones​ ​and​ ​Gilberto​ ​Cardenas  a. ​ ​demonstrating​ ​how​ ​Chicano​ ​Studies​ ​can​ ​create​ ​a​ ​“rigorous​ ​interdisciplinary​ ​research  and ​ ​methods”   b. ​ ​trying​ ​to​ ​arm​ ​scholars​ ​in​ ​other​ ​disciplines​ ​to​ ​talk​ ​about​ ​chicano​ ​studies​ ​over​ ​time  c.Avila: ​ ​“the​ ​potential​ ​of​ ​Chicano​ ​history​ ​not​ ​only​ ​to​ ​reconceptualize​ ​the​ ​dominant  framework ​ ​of​ ​US​ ​history​ ​but​ ​to​ ​revolutionize​ ​the​ ​role​ ​of​ ​history​ ​in​ ​society  d. ​ ​​praxis​​ ​as​ ​“an​ ​action​ ​on​ ​behalf​ ​of​ ​a​ ​community”  e. ​ ​Cardenas:​ ​​ ​the​ ​address​ ​to​ ​midwestern​ ​chicanos,​ ​understanding​ ​labor​ ​and​ ​migration  history     10. ​ ​Video:​ ​Taking​ ​Back​ ​the​ ​Schools   a. ​ ​east​ ​LA:​ ​largest​ ​barrio​ ​in​ ​US      

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School: University of California - Los Angeles
Department: Chicana and Chicano Studies
Course: Introduction to Chicana/CHICANO Studies: History and Culture
Professor: R.c. Romero
Term: Summer 2015
Tags: Chicano Studies
Name: Chicano 10A Week 6 Lecture Notes
Description: These are the lecture notes of week 6.
Uploaded: 11/11/2017
3 Pages 24 Views 19 Unlocks
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