Ethnic Studies Week 1 Lecture Notes
Ethnic Studies Week 1 Lecture Notes ETST 001
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This 3 page Class Notes was uploaded by Nancy Notetaker on Sunday March 27, 2016. The Class Notes belongs to ETST 001 at University of California Riverside taught by Jennifer Najera in Spring 2016. Since its upload, it has received 98 views. For similar materials see Intro to Ethnic Studies in Culture at University of California Riverside.
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Date Created: 03/27/16
Lecture: Week 1 ® 03/29 Exams are not cumulative (3 Exams, No final) What is the difference between race and ethnicity? • Race o is your phenotype, what you look like (skin color, etc.), it is socially constructed, how the public sees you o Race does not necessarily exist, we are all part of the human race but there is no distinction between races, people “create” race ex)Census in 2010: Are you Hispanic? Yes | What is your race? “White”...stupid. o the way that we experience race is the way in which people racial-ize us • Ethnicity: o is your origin, how you define yourself, your culture, the language you speak, the history of your people, music, food, dress, values/morals, space/special differences (but this becomes complicated because what if you’re bilingual or what if you’re Mexican but you grew up only speaking English? ) o Ethnicity and culture change over time § ex) in the early 1990s you had Mexican women in the long embroidered dresses with long hair and braids, but today you wouldn’t necessarily find that in México Lecture: Week 1 ® 03/31 The Rise of Ethnic Studies • ethnic studies is a direct result of student and community activism within the late 1960s/early 1970s • Race and Ethnic Studies were happening externally to mainstream (dominant) educational institutions since the beginning of history in the US Early Ethnic Studies: • Black Community (Crouchett) o Literacy § during the era of slavery it was illegal for black slaves to learn how to read and write, why? because white people wanted to maintain their white privilege, with education comes power and slave owners knew that SO they needed to make sure black slaves were uneducated o Church Spaces BUT Black people were educated, in illicit (illegal) places, they learned about their religion, culture, etc. o Secret Groups • Oral Traditions o Telling Stories (families, communities, people) ex) the stories your family tells you, the oral history of your culture, your origins, etc. these were the ways that people maintained their history o Folklore (teaching people lessons about the way things work) ex) don’t talk to strangers § stories & sayings & musical forms with a moral ex) like goldilocks or the tortoise and the hare § teach lessons and values o Corridos (example from the Mexican community) § Corrido of Gregorio Cortes the corrido spoke of the history of resistance, critique of policing, and alternate history (not just what the Texas think) • Public Pedagogy: when educations takes place outside of the classroom ex) Juneteenth celebrations in Texas: the celebration of the end of slavery BUT it initiated in 1865 in June funny because the Emancipation Proclamation occurred in 1863 so Texas didn’t hear about the Emancipation Proclamation until two years later ex) Mexican Fiestas Patrias 1930s: After the Mexican American War some people were left in the American Territory so the community began to institute “Mexican” celebrations, singing their anthem and talking about their history to not only educate but also instill pride in their people Academia (formal school) • Study of Inequality o As early as the 19 c. with Marx writing about capitalism and class inequality o In the US academic contexts, consideration given to: § class inequality § race § ethnic minority communities (including white ethics) § assimilation (how are ethnic minorities assimilated into society) o Problems? 1) These studies typically downplayed the significance of race in terms of inequality and social organization 2) Problematic representations of racial minorities ú Romano-V as a case study (also happening in Black, Native, and Asian Community contexts) • reinforcing stereotypes • ignores histories of resistance o labor organization o education • ignored impact of discrimination o there is no access to jobs, if you are mexican or african american you do not have the same opportunities are a caucasian o these researchers are saying that because of minorities’ culture they are poor Romano-V criticized the people that he worked for, he did not agree with the way that these researchers were generalizing and stereotyping the Mexican population • What these researchers are saying served to justify everything that is occurring Student Mobilization • 1960s and 1970s historical context: Era of Radical Change o Begins with public displays and civil disobedience o evolves to radial positionalities and more radical action o A key part of the political strategy was not only a violence free protest, they needed media coverage in order to gain allies (citizens) that would advocate for their cause o Things began to change legally, but not “socially” and that’s when you saw the rise of groups of young individuals, like the Black Panthers, who decided that they were going to fight (physically) back • Community activists protesting for radical change in the way that society was structured: o housing ex) there would be some houses that couldn’t be sold to a Mexican or Black or Indian, etc. o labor o education ex) “oh you’re a Mexican you should be a mechanic”, “have you considered beauty school”, “are you sure you want to apply to uc’s?” o public spheres ex) being able to go into a public place in peace, without facing discrimination of any sort Education • Students began to organize to protest the conditions of their education o better facilities o more Chicano/a teachers o culturally relevant curriculum § people want to read about their culture, the history of “their people” ex) Chinese built the railroads, Spanish Architecture came from México yet these minorities are not mentioned as a part of American history when they in fact are • LAUSD Case “High School Walkouts” *Chicano PBS Documentary- Taking Back the Schools o Chicano Students before they organized their walkout they went by the book, they took a survey and gave the results to the school board and the school board dismissed their concerns SO that’s when they decided to follow through with the walk out § They Walked Out to protest the fact that they were not receiving actually quality education, Chicanos were being treated as inferiors, everything wrong with Chicanos within the education system was blamed on their families, no responsibility was taken by the school board § Police became involved and resorted to police brutality Prof: This happened, they walked out they stayed out, the police began to beat students. What happens when students aren’t in school? They loose money, the students got the attention they were asking for. The kids walked out holding their head with dignity, they matter. All the Strike Leaders were arrested and under federal investigation by the FBI, they did this to discourage students from protesting Take Away: Ethnic Studies is a result of the evolution in education, more teachers who can relate, culturally relevant curriculum, institutionalization of education that had already been occurring in the community • sometimes reconciling desperate knowledge