DOCSLIB.ORG

Extensions of Remarks E 1535 EXTENSIONS of REMARKS

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Extensions of Remarks E 1535 EXTENSIONS of REMARKS July 28, 1995 CONGRESSIONAL RECORD Ð Extensions of Remarks E 1535 EXTENSIONS OF REMARKS RAMPANT ANTI-SEMITISM IN IN- of a sovereign, independent country, I have in- ON THE PASSING OF GEORGE L.P. DONESIAÐISRAELI ARCHERY troduced a resolution which puts the Congress WEAVER TEAM NOT PERMITTED TO COM- on record as opposing the effort to deny rec- PETE UNDER ISRAEL'S FLAG ognition to the State of Israel and its citizens HON. WILLIAM (BILL) CLAY and reaffirming the Congress' strong opposi- OF MISSOURI HON. TOM LANTOS tion to racism and anti-Semitism. This resolu- IN THE HOUSE OF REPRESENTATIVES OF CALIFORNIA tion calls upon the Indonesian Government to Thursday, July 27, 1995 IN THE HOUSE OF REPRESENTATIVES act to end this outrageous anti-Israeli action. I invite my colleagues to join me as cosponsors Mr. CLAY. Mr. Speaker, I would like to call Thursday, July 27, 1995 of this resolution. to my colleagues' attention the following obitu- ary for George L.P. Weaver which appeared in Mr. LANTOS. Mr. Speaker, I was outraged, The text of my resolution is as follows: appalled, and dismayedÐbut unfortunately not the July 18, 1995 issue of the Washington surprisedÐby the latest case of blatant anti- HOUSE CONCURRENT RESOLUTION Post. With the passing of George Weaver, the country has lost a great AmericanÐone who Semitism in Indonesia. Mr. LANTOS submitted the following reso- The facts of the case are appalling. The lution; which was referred to the Committee dedicated himself to ensuring equal oppor- tunity and justice for all Americans. The prin- world archery championships are to be held in on International Relations. ciples for which George Weaver dedicated his Jakarta, Indonesia, on August 1±6 of this year. A resolution condemning the refusal of the lifeÐan abiding respect for the dignity of work- The Indonesian officials organizing the event Indonesian officials organizing the World ers and the worth of labor and an unshakable refused to permit the team representing Israel Archery Championships in Jakarta, Indo- commitment to ending the scourge of segrega- to participate under the name of the country of nesia, in August 1995 to permit a team from Israel to participate in the competition tion and racismÐboth in his service to the Israel and under the Israeli flag. The Indo- under the name of Israel and under the flag labor movement and in his work in Govern- nesian organizing officials proposed that the of Israel, and urging the government of Indo- ment, are the principles that have served to Israeli archery team be designated group A, nesia to join in condemning this manifesta- make this country what it is today. This House that it march at the opening and closing cere- tion of racism and anti-Semitism. turns its back on those principles at its own monies under the flag of the International Whereas the Congress has repeatedly ex- and the Nation's peril. Archery Federation [FITA], and, if an Israeli ar- pressed its abhorrence of racism and anti- [From the Washington Post, July 18, 1995] cher wins a medal, the Indonesian officials Semitism in any form; GEORGE L.P. WEAVER, ASSISTANT SECRETARY want the fanfare of the FITA to be played in- Whereas the constitution of the Inter- OF LABOR stead of the national anthem of Israel. national Archery Federation (FITA) bars dis- George L.P. Weaver, 83, a former labor crimination against any country, association Mr. Speaker, this request from Indonesian union official who served as assistant sec- or person on grounds of race, religion or poli- officials is both ludicrous and outrageous. Is- retary of labor for international affairs dur- tics; rael is a sovereign nation, a member of the ing the Kennedy and Johnson administra- United Nations, and is recognized by most Whereas Indonesian officials organizing tions, died July 14 of complications related countries. Indonesia, as a matter of policy, the World Archery Championships in Ja- to emphysema and asthma at George Wash- does not have diplomatic relations with Israel, karta, Indonesia, in August 1995 have refused ington University Hospital. to permit a term representing Israel to par- and that, I am certain, is a clear reflection of Mr. Weaver spend most of his working life ticipate in the competition unless the team in activities related to the labor movement, the reason these Indonesian officials have agrees to conceal its national identity and beginning in the 1930s when he carried pas- taken such an offensive racist, anti-Semitic not compete under the flag of Israel; and sengers' baggage as a redcap at railroad sta- and anti-Israel position. Whereas officials of the International tions in Chicago. As a young man, he joined Unfortunately, this is not the first instance of Archery Federation (FITA) have confirmed the United Transport Service Employees such intolerance. When the film ``Shindler's that Indonesian officials have refused to per- Union. List'' was produced a few years ago by Ste- mit an Israeli team to participate under its Later, he was assistant to the secretary- phen Spielberg, Indonesia was one of the few country's name and with its country's flag in treasurer and director of the civil rights committee of the old Congress of Industrial countries on the face of the Earth which re- the World Archery Championships; now, therefore, be it Organizations. After the CIO's merger with fused to permit the movie to be shown. I inter- the American Federation of Labor in 1955, he Resolved by the House of Representatives (the vened with the Indonesian Ambassador and I became executive secretary of the new Senate concurring), That Congress: am delighted to report that eventually the union's civil rights committee. movie was screened in Indonesia. (1) Condemns the Indonesian offices orga- In his capacity as assistant secretary of A year or so ago, I also raised with the In- nizing the World Archery Championships in labor for international affairs, Mr. Weaver donesian Ambassador and discussed in a Jakarta, Indonesia, for this refusal to permit was the U.S. representative on the governing a team representing Israel to participate in hearing of the House Foreign Affairs Commit- body of the International Labor Organiza- this international competition under the tion. He was chairman of that body in 1968. tee the publication in Indonesia's leading Eng- name and flag of their country; After stepping down as assistant secretary of lish-language newspaper, the Indonesia (2) Calls upon the Government of Indonesia labor in 1969, he was assistant to the presi- Times, an article by Prof. Agha Hamid, which to repudiate publicly the position that has dent of the ILO for about six years. was one of the most vicious anti-Semitic dia- been taken by those Indonesian officials or- Mr. Weaver, a Washington resident, was tribes that I have seen, and I have seen a ganizing the World Archery Championships born in Pittsburgh and grew up in Dayton, great deal of vicious anti-Semitism. Just one in Jakarta regarding the participation of a Ohio. He attended what now is Roosevelt sample: ``Actually the Jewish religion is not a team representing Israel in the competition University in Chicago and Howard Univer- and to urge the inclusion of the team of Is- sity law school. religion at all. It is infact [sic.] a bloody, sadis- In 1941, he came to Washington as a mem- tic and obscene code devised by Zionist-Tal- rael under the name of Israel and under the flag of Israel; ber of the CIO's War Relief Committee. A mudist sages.'' And further: ``The Jewish year later, he became assistant to the sec- sages were not exclusively interested in homi- (3) Condemns all manifestations of racism retary-treasurer and director of the civil cide. Sexuality, particularly in far lesser con- and anti-Semitism wherever they may ap- rights committee. During the next dozen pear in Indonesia and elsewhere throughout years, he took leaves of absence to serve on ventional modes, is a strong rival for their at- the world; and tention.'' The Indonesian Government at that special government assignments and on over- (4) Directs the Clerk of the House of Rep- seas missions. The assignments included time knew of my outrage over the publication resentatives and the Secretary of the Senate service in 1950 as special assistant to Stuart of such disgusting trash. to convey a copy of this resolution to the Symington, chairman of the National Secu- Mr. Speaker, in light of this latest intolerable President of Indonesia and to the President rity Resources Board, and assisting in the re- action by Indonesian officials organizing the of the International Archery Federation organization of the Reconstruction Finance world archery competition against the citizens (FITA). Corporation. · This ``bullet'' symbol identifies statements or insertions which are not spoken by a Member of the Senate on the floor. Matter set in this typeface indicates words inserted or appended, rather than spoken, by a Member of the House on the floor. E 1536 CONGRESSIONAL RECORD Ð Extensions of Remarks July 28, 1995 He participated in investigations of labor due in large part to the intense training they this was in a speech to Harvard students. Or conditions in various Asian countries for the received at the ADA School at Fort Bliss. that they needed to have it translated. International Confederation of Free Trade Mr. Speaker, I would like to wish my friend, With a steady rudder, an even keel and nu- Unions. In 1958, Mr. Weaver resigned from the James Cravens, all the best as he prepares to merous other maritime metaphors, Bill has AFL±CIO to become assistant to the presi- assume his next assignment as Deputy Chief guided the Times through these shoals with dent of the International Union of Electrical, of Staff for Combat Development at Fort Mon- dignity, professionalism, compassion, and Radio and Machine Workers and director of roe, VA.
Load more

Recommended publications
  • 2015 Review from the Director
    2015 REVIEW From the Director I am often asked, “Where is the Center going?” Looking of our Smithsonian Capital Campaign goal of $4 million, forward to 2016, I am happy to share in the following and we plan to build on our cultural sustainability and pages several accomplishments from the past year that fundraising efforts in 2016. illustrate where we’re headed next. This year we invested in strengthening our research and At the top of my list of priorities for 2016 is strengthening outreach by publishing an astonishing 56 pieces, growing our two signatures programs, the Smithsonian Folklife our reputation for serious scholarship and expanding Festival and Smithsonian Folkways Recordings. For the our audience. We plan to expand on this work by hiring Festival, we are transitioning to a new funding model a curator with expertise in digital and emerging media and reorganizing to ensure the event enters its fiftieth and Latino culture in 2016. We also improved care for our anniversary year on a solid foundation. We embarked on collections by hiring two new staff archivists and stabilizing a search for a new director and curator of Smithsonian access to funds for our Ralph Rinzler Folklife Archives and Folkways as Daniel Sheehy prepares for retirement, Collections. We are investing in deeper public engagement and we look forward to welcoming a new leader to the by embarking on a strategic communications planning Smithsonian’s nonprofit record label this year. While 2015 project, staffing communications work, and expanding our was a year of transition for both programs, I am confident digital offerings.
    [Show full text]
  • HJHP 4/8/04.Qxd
    Volume 17 • 2004–2005 H ARVARD J OURNAL OF H ISPANIC P OLICY Furthering Prosperity: The Impact of Latinos on the United States Interviews Across the Spectrum: Latino Leadership in the U.S. Senate Senator Ken Salazar (D-Colorado) Interviewed by Milagros “Mimi” Aledo, Rafael J. López and Liz Montoya Senator Mel Martinez (R-Florida) Interviewed by Milagros “Mimi” Aledo and Rafael J. López Educational Training and Diversity for Better Business Jovita Carranza, Vice President of Air Operations/WorldPort Manager, UPS Interviewed by Aimeé V. Wilczynski Political Dynamics of Small Latino Groups in New Places Connecticut State Representative Felipe Reinoso (D-Bridgeport) Interviewed by Hillmer H. Reyes Feature Articles Latinos as Foreign Policy Actors: Myth or Reality? Rodolfo de la Garza, Ph.D., and Jeronimo Cortina Resources and Civic Engagement: The Importance of Social Capital for Latino Political Incorporation Lisa García Bedolla, Ph.D. Shades of Belonging: Latinos and Racial Identity Sonya M. Tafoya Commentaries Migrant Hometown Associations: Putting a Face to Globalization Manuel Orozco, Ph.D. Achieving Educational Equity: Beyond Individual Measures of Merit Aída Hurtado, Ph.D., and Craig Haney, Ph.D. Health Coverage for Immigrants The Henry J. Kaiser Family Foundation Book Reviews George I. Monsivais, Hispanic Immigrant Identity: Political Allegiance vs. Cultural Preference Dorinda J. Carter, Stella M. Flores and Richard J. Reddick, eds., Legacies of Brown: Multiracial Equity in American Education Gabriel Haslip-Viera, Angelo Falcón and Félix Matos Rodríguez, eds., Boricuas in Gotham: Puerto Ricans in the Making of Modern New York City On the Web HJHP’s Internet Sites of Interest A special thanks to the following former editors of the Harvard Journal of Hispanic Policy, whose legacy continues to be a source of inspiration for Latino students at the John F.
    [Show full text]
  • City of Burlington Public School District Curriculum
    CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM Spanish I Grades 9-12 Exprésate Revision Date: 7/20/2020 Submitted by: AmyLyn Kuzyk-Smith 1 Table of Contents: Course Overview 3 Pacing Chart 5 Unit #1 Overview At-a-Glance 9 Unit #1 Targeted Instructional Planning to Address Central Unit Standards 13 Unit #2 Overview At-a-Glance 17 Unit #2 Targeted Instructional Planning to Address Central Unit Standards 21 Unit #3 Overview At-a-Glance 25 Unit #3 Targeted Instructional Planning to Address Central Unit Standards 29 Unit #4 Overview At-a-Glance 33 Unit #4 Targeted Instructional Planning to Address Central Unit Standards 37 Unit #5 Overview At-a-Glance 40 Unit #5 Targeted Instructional Planning to Address Central Unit Standards 44 Unit #6 Overview At-a-Glance 48 Unit #6 Targeted Instructional Planning to Address Central Unit Standards 52 Unit #7 Overview At-a-Glance 56 Unit #7 Targeted Instructional Planning to Address Central Unit Standards 60 Unit #8 Overview At-a-Glance 64 Unit #8 Targeted Instructional Planning to Address Central Unit Standards 68 Unit #9 Overview At-a-Glance 72 Unit #9 Targeted Instructional Planning to Address Central Unit Standards 76 Unit #10 Overview At-a-Glance 81 Unit #10 Targeted Instructional Planning to Address Central Unit Standards 85 2 Course Overview In this course, students will recognize familiar spoken and written words and phrases contained in culturally authentic materials such as songs, poems, advertisements, news sources and other media using electronic information sources related to targeted themes including immigration and discrimination, climate change and the environment, and technology in their world.
    [Show full text]
  • Peruvians in the New York Metro Area
    Peruvians in the New York Metro Area QUICK FACTS: ALL PEOPLES INITIATI VE LAST UPDATED: 10/2008 Place of Origin: Peru (primarily Lima) “Have you ever eaten Peruvian food?” a Peruvian man living in Paterson, New Jersey, asked, “It is the best in the world. The best in the world! The only food that can compare Location in Metro New is French. I am telling you, they say that French cuisine is good, but Peruvian is the best York: in the world!” How many casual diners would list Peruvian food among their top ten fa- New Jersey (Paterson, vorite ethnic cuisines? Nevertheless, the seemingly hyperbolic claims of this Peruvian Lake View, Riverside, man are not unfounded. For the gastronomically informed, Peruvian food is indeed con- Passaic, Newark, Union sidered in the top tier of its class.1 With influences from the Inca, Spanish, African City, Orange); Queens (Corona, Jackson slaves, and immigrants from China, Japan, and Italy, Peruvians mastered the art of fu- Heights, Elmhurst); West- sion cuisine long before it was featured in haute cuisine restaurants across Metro New chester (White Plains); York. Today, Peruvian food is being recognized even more around the city, as restau- Nassau (Glen Cove) rants are frequently opened by constituents of the most concentrated Peruvian popula- tion outside of Peru. Community estimates place their Population in Metro New population around 200 thousand in Metro New York, York: while the 2010 American Community Survey estimates 200,000 (Community Esti- 2 mate); 168,975 (ACS 2010 around 169 thousand in the same area. Specific Origin Peru); 119,088 (ACS 2010 Born When Did They Come to New York? in Peru) At the turn of the twentieth century, Paterson, New Jer- Population in New York seyWhere had established Do They itself Live? as America’s “Silk City,” and City: had expanded its textile production to Lima, Peru.
    [Show full text]
  • Peruvian Americans Helen B. Marrow Harvard University in The
    Peruvian Americans Helen B. Marrow Harvard University In The Encyclopedia Latina: History, Culture, Society (2005) Edited by Ilan Stavans New York: Grolier Some two million Peruvians currently reside abroad, mostly in the United States, South America, and Western Europe. Between 1971 and 2001, the INS admitted 209,618 documented Peruvian immigrants, and the U.S. census counted 60,440 Peruvian immigrants in 1980, 151,837 in 1990, and 276,981 in 2000 (381,850 by adjusted 2000 Hispanic/Latino figures). In 1990, Peruvians were the second largest South American immigrant group in the U.S. (behind Colombians), but by 2000 they were the third largest (behind Colombians and Ecuadorians). In 1999, Peru received $800 million in remittances from migrants abroad. There are five broad phases of U.S.-bound Peruvian migration. In the first phase (late-nineteenth century), Peruvian and other South American laborers migrated to California during the Gold Rush. In the second phase (early-twentieth century), new pioneer Peruvian migrants were recruited to work in textile mills near Paterson, New Jersey. After World War II, migration increased in response to rising U.S. demand for industrial labor, as well as to oil boom and modernization policies in Peru, which uprooted more Peruvians from their traditional rural lifestyles and provided them with new incentives to migrate abroad (usually to the larger cities in Peru, but later to other countries, too). Due to these earlier migrations, there is now a sizable number of second- and third-generation Peruvians living in the United States. In the third phase (late-1960s through 1980s), U.S.-bound Peruvian migration increased and diversified.
    [Show full text]
  • Ethnic Groups and Library of Congress Subject Headings
    Ethnic Groups and Library of Congress Subject Headings Jeffre INTRODUCTION tricks for success in doing African studies research3. One of the challenges of studying ethnic Several sections of the article touch on subject head- groups is the abundant and changing terminology as- ings related to African studies. sociated with these groups and their study. This arti- Sanford Berman authored at least two works cle explains the Library of Congress subject headings about Library of Congress subject headings for ethnic (LCSH) that relate to ethnic groups, ethnology, and groups. His contentious 1991 article Things are ethnic diversity and how they are used in libraries. A seldom what they seem: Finding multicultural materi- database that uses a controlled vocabulary, such as als in library catalogs4 describes what he viewed as LCSH, can be invaluable when doing research on LCSH shortcomings at that time that related to ethnic ethnic groups, because it can help searchers conduct groups and to other aspects of multiculturalism. searches that are precise and comprehensive. Interestingly, this article notes an inequity in the use Keyword searching is an ineffective way of of the term God in subject headings. When referring conducting ethnic studies research because so many to the Christian God, there was no qualification by individual ethnic groups are known by so many differ- religion after the term. but for other religions there ent names. Take the Mohawk lndians for example. was. For example the heading God-History of They are also known as the Canienga Indians, the doctrines is a heading for Christian works, and God Caughnawaga Indians, the Kaniakehaka Indians, (Judaism)-History of doctrines for works on Juda- the Mohaqu Indians, the Saint Regis Indians, and ism.
    [Show full text]
  • Images of Latino Philadelphia: an Essay in Photographs
    Images of Latino Philadelphia: An Essay in Photographs HE RECENT 2000 CENSUS confirmed that Latinos are the fastest growing ethnic group in Philadelphia, as they are in the nation at large. These numbers, however, tell only one part of the story. Since the Immigration Act of 1965, the diversity of the Latino popula- tion in Philadelphia increased dramatically. Now, the predominance of the some ninety-five thousand Puerto Ricans in the Philadelphia area is giving way rapidly to the growing presence of Mexicans, Dominicans, Colombians, Hondurans, Peruvians, and others. The reasons Latin Americans come to the United States are as varied as their countries of origin: some come for education, better economic opportunities, or improved health care; others wish to join family members or escape oppressive political regimes. All bring aspirations for a better life, mixed with a profound sense of connection to their original home. These communities are formed in the context of an existing Puerto Rican community, which has worked over five decades to build the com- munity institutions and culturally specific urban landscape of el barrio. As "displaced labor migrants," in the words of historian Carmen Whalen, Puerto Ricans have addressed issues of poverty, discrimination, and education in their community, forming organizations and businesses that provide social services, promote community revitalization, fight discrimi- nation, and engage in cultural preservation and bilingual advocacy.' Fighting poverty and blight in the barrio, they have transformed vacant lots and abandoned factories into community gardens, murals, market- places, schools, and affordable housing, changing the landscape of the city and inflecting neighborhoods with a Spanish accent.
    [Show full text]
  • Copyrighted Material
    INDEX A cultural realm of, 284; race theory, 181; defini- AAACE. See American Associ- double consciousness of, tion of, 344; function of, ation for Adult Continuing 44–45; educational expe- 344–345; goal of, 346; Education riences of women who implications of, for prac- Abdur-Rashid, D., 73 are, 11; effects of race on, tice, 348–350; misconcep- Academic achievement: 272; empowerment of, tions about, 344 authors’ experiences with, through racial literacy, 47; Africology, 345 60–62; factors that posi- ethnic diversity among, Afro-Caribbean identity, tively influence, 60; His- 202, 220; higher education 201–205, 207–212 graduation rates of, 51; Afrocentricity, 223–224, 285, panic people’s challenges language labels applied to, 286 regarding, 59–62; model 277; perceptions of racism, Agenda posting, 357 minority stereotype and, versus Afro-Caribbeans Aggression, 139, 164, 276. See 299–300 and Whites, 201–204, 205; also Microaggression Accountability, 140, 147, 180 in positions of power, Ahistoricism, 193 Active investigation, 111 21; racial socialization of, Aid to Families with Dependent Activist scholarship, of His- 289–290; as racists, 18–19, Children (AFDC) program, panic Americans, 63 169–170, 204, 211; schol- 7 Adult basic education program, arship of, 367–368; as Akbar, N., 224, 319 179–180 storytellers in classrooms, Akintunde, O., 318, 320 Adult education: Asian Ameri- 248, 252; stress, 318; strides Alfred, M. V., 169–170, 201, cans and, 300–303; critical made by, 261, 262–263; 260, 324 race theory in, 179–181, during women’s rights Alien worldview: child’s expe- 212; discussions of race in, movement, 114 rience with, 33–34; during 3, 4; family as metaphor in, African Diaspora, 202, 204, 205, World War II, 298–299 182–183; grounding prin- 208, 288 Alkebulan, A.
    [Show full text]
  • Dye, Joan G.; Alle Rodney . Religion in Eleme Ary Social S
    IV DOCUME T RESUME ED 118 509 SO 008 914 AUTHOR Dye, Joan G.; Alle Rodney . TITLE Religion in Eleme ary Social S udies: Level Three. Teacher's Guide :nd Student Materials And) Evaluation Rep t. INSTITUTION Florida State 'niv., Tallahassee. Religion - Social Studies Curric lum Project. SPONS AGENCY National Endo sent for the Humanities (NFAH) , Washington, T C.; W. Clement And Jessie,V. Stone Foundation, C cago, Ill. PUB DATE 75 NOTE 163p.; For vela ed documents, see SO 008 852 and SO 008 698 and EDRS PRICE MF-$0-83 HC-$8.69 Plus Postage DESCRIPTORS Centers ofaInterest: Curriculum'Development; Curriculum Evaluation; Elementary Education; Ethnic Groups; *Ethnic Studies; Grade 3; Instructional Materials; Learning Activities; *Religion; *Religious Cultural Groups; *Religious Education; Resource Materials; *gocial Studj,es; Social Studies Units; Teaching Guides; Teaching Methods IDENTIFIERS *Religion in Elementary Social Studies Project; RESS ABSTRACT These th!rd -grade materials, from the Religion in Elepentary Social Studies (RESS) project, explore the relationship religion to ethnic traditions in our multiethnic and multireligious society. Included here are the teacher's guide, the printed student materials, and an evaluation report from RESS level 3. The materials ../'-' stress active learning: Interest centers are used to introduce 'even 4 modules on ethnicity. Students are involved in a discovery approach to learning through the use of printed, visual, and auditory materials. The modules on ethnicity presented ithe teacher's guide include the following: (1) A Metropolitan Area: he San Francisco-Oakland Bay Area;(2) Ethnicity in a Metropolitan Area;(3) A .Spanish- Speaking American Tradition in an Inner-City Neighborhood; (4) A Chinese-American Tradition in an Inner-City Ethnic- Neighborhood; (5) A Black-American Tradition in an Inner-City Ethnic Neighborhood; (6) A White, Protestant-American Tradition in a Suburb n Neighborhood; and (7)A Jewish-American Tradition in .'a Suburb Neighborhood.
    [Show full text]
  • UNIVERSITY of CALIFORNIA RIVERSIDE Performing Peruanidad: Music, Dance, and Cultural Caretaking in Peruvian Communities in Los A
    UNIVERSITY OF CALIFORNIA RIVERSIDE Performing Peruanidad: Music, Dance, and Cultural Caretaking in Peruvian Communities in Los Angeles A Thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Music by Claudine Avalos March 2021 Thesis Committee: Dr. Jonathan Ritter, Chairperson Dr. Deborah Wong Dr. Louie Rodriguez Copyright by Claudine Avalos 2021 The Thesis of Claudine Avalos is approved: Committee Chairperson University of California, Riverside Acknowledgements This thesis project came to fruition through many conversations, observations, and insights shared by several colleagues, close friends, and family. The Peruvian community in Los Angeles welcomed me in the many fundraisers, concerts, showcases, and religious gatherings where I encountered them. I am deeply grateful to those community members for creating these spaces where I would be introduced to the people that would become crucial to completing this project. I am thankful for contributions in time, access, and interviews to Fredy Chiara, Alessandra Diaz, Roxana Perez, and Nadia Calmet. These four talented performers and teachers helped me by opening their doors to me throughout 2018 to work on this project—muchísimas gracias por su aporto y su apoyo en completar esta investigación. I also thank my advisor and chairperson Dr. Jonathan Ritter for his patience and guidance through the writing process as well as helping me navigate the L.A. Peruvian scene and encouraging this project. I thank Dr. Deborah Wong and Dr. Louie Rodriguez whose devotion to pedagogy and critical theory in their respective scholarship inspired me during my time at UCR, and whose comments and suggestions were crucial in refining this thesis.
    [Show full text]
  • Little Saigon As a Model of Ethnic Commercial Belts1
    Conveying a Sense of Community along Bolsa Avenue: Little Saigon as a Model of Ethnic Commercial Belts1 Colette Marie McLaughlin* and Paul Jesilow* ABSTRACT In the past, ethnic enclaves have functioned as homogeneous residential areas providing support and comfort to newly arrived immigrants. A new form of urban village is increasingly serving commuting immigrants who live in integrated residential neighbourhoods. Little Saigon, a Vietnamese commercial belt in Southern California, serves as a model of this emerging form. Participant observation and interviews with users of Little Saigon and other ethnic commercial belts in Southern California reveal that these areas provide users with places where they can experience the sense of community previously provided by ethnic ghettos. Little Saigon demonstrates that ethnic, commercial enclaves benefit diverse groups of individuals: in these places immigrants with limited English gain employment, older immigrants find solace, and “Americanized” immi- grants and their children connect with their ancestral culture. Concomitant with the cultural advantages are the perpetuation of stereo- types, erosion of ethnic boundaries and persistent forms of specialized crime that threaten these areas’ success and yield negative perceptions of the areas’ ethnic groups. INTRODUCTION Ethnic populations have become dispersed throughout diverse urban areas; the urban villages where immigrants adapted their former non-urban culture and institutions to a new neighbourhood (Gans, 1962) are decreasing rapidly in * School of Social Ecology, University of California, Irvine, USA. Published by Blackwell Publishers Ltd., © 1998 IOM 108 Cowley Road, Oxford OX4 1JF, UK, and International Migration Vol. 36 (1) 1998 350 Main Street, Malden, MA 02148, USA. ISSN 0020-7985 50 McLaughlin and Jesilow number (Abu-Lughod, 1994a).
    [Show full text]
  • Asociaciones De Peruanos En Estados Unidos
    Asociaciones de Peruanos en Estados Unidos Fuente: Peru Immigration Documentation Project ACADEMIA DE BAILES TIPICOS PERUANOS 920 Brooktree Lane Nº 85 Chula Vista, Ca. 92803 (760) 599-9934 ACADEMIA DE PERUVIAN FOLK DANCE 12326 4th Ave. S.Seattle, Washington 98168 (253) 639-3634 AIPEUC – CAPITULO SAN DIEGO 3638 Fifth Ave. Suite 204San Diego, Ca. 92103 (629) 296-9579 AMA PERÚ ( AYUDA MEDICA AL PERÚ) 7501 Surrast RD. Suite 110Clinton - MD 20735 301-743-6212 - 703-329-8379 AMERICAN PERUVIAN ACTION COMMITEE 6080 Sw 16th. Terr, Miami, FL 33155 AREQUIPA SOCIAL CLUB (718) 267-7151 ASOCIACION "PERUVIAN AMERICAN DENTAL ASSOCIATION" 9309 Telegraph Road, Pico Rivera, Ca 90660 562.801.1284 ASOCIACIÓN ANCASHINA DEL PERÚ 11280 SW 73 Lane, Miami Florida 33173 001305-596-7689 ASOCIACION BALLET FOLKLÓRICO INTI P.O. Box 522-762Miami FL 33152 001305-513-4115 ASOCIACION CHALACA DEL SUR DE CALIFORNIA 15369 Colleen Street Fontana, CA.92337 909-854-2573Cel. 626-367-0106 ASOCIACIÓN CULTURAL “DE ROMPE Y RAJA” 1801 Shoreline Dr. Apt. 122-B ALAMEDA CA. 94501 (510) 396-0794 ASOCIACIÓN CULTURAL KANCHIS 884 Miller Ave. Cupertino CA. 95014 (408) 257-0173 ASOCIACION CULTURAL TUNAN MARKA 1900 Reedi Dr. Silver Spring Md 20902 703-649-9172 ASOCIACIÓN DE ARTISTAS PERUANOS DE LA FLORIDA 1343 NE Miami Ct apt. 8, Miami FL 33173 001305-375-6875 ASOCIACION DE ESTUDIANTES PERUANOS UNIVERSIDAD A&M COLLEGE STATION P.O Box 465- Wellborn, TX, 77881 (979) 220-6104 ASOCIACIÓN DE EX CADETES DEL COLEGIO MILITAR LEONCIO PRADO 358 Litchfield Ave. Eldmonnd NY 11003 (732) 815-1709 ASOCIACION DE EXCADETES DE COLEGIOS MILITARES 3959 Eagle Boulevar Los Angeles CA 90065 (323) 254.9202 ASOCIACIÓN DE INSTITUCIONES PERUANAS EN EE.UU.
    [Show full text]