DOCSLIB.ORG

A Latcrit Analysis of DACA Recipients' Pursuit of a Post

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Latcrit Analysis of DACA Recipients' Pursuit of a Post A LatCrit analysis of DACA recipients’ pursuit of a post-secondary education in Ohio DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Luis Fernando Macías Graduate Program in Education: Teaching and Learning The Ohio State University 2017 Dissertation Committee: Binaya Subedi, Advisor Cynthia Tyson, Co-Advisor Valerie Kinloch Theresa Delgadillo Copyrighted by Luis Fernando Macías 2017 Abstract This qualitative study critically examines DACA recipients’ college access in Ohio. The testimonios of 18 racially, ethnically, and experientially diverse participants pursuing a higher education answers the research questions regarding what impact DACA and Ohio’s in-state tuition policies have had in participants college access and the role race and immigration status play when applying for college in Ohio. Critical Race Theory and Latino Critical Theory are frameworks ideal for the exploration of social and legal mechanisms that exclude some from educational resources. The critical race-grounded methodology of this research allows for a trans-disciplinary approach that centers experiential knowledge of People of Color when constructing a theoretical premise. A three-step coding process and collaborative data analysis with participants drove the theory formation and the results of the study. Findings include that DACA improved college access for some but in a way that is derivative. Improvements to in-state tuition consideration was largely the result of self and group advocacy by DACA recipients. Race and immigration status intersect because participants who are not Latina/o, or do not appear to be, commonly experience a temporal anonymity during their admissions process because admissions staff do not perceive them as possibly undocumented. ii Acknowledgments I would like to acknowledge and thank my dissertation committee for their guidance during this formative experience. To my chairs, thank you for your support and guidance. Dr. Tyson, thank you for being so generous, kind, and protective of me and this work. Dr. Subedi, thank you for believing in me and providing countless opportunities for me to continue growing as a responsible, conscious scholar. Dr. Kinloch, thank you for being an example for what superb research and teaching looks like. Dr. Delgadillo, thank you for sharing your wisdom and mentorship. Our enriching conversations constantly challenge me to higher levels of theoretical and critical thinking. To all those who participated in this research, words cannot express how honored and grateful I am for knowing you and learning from you. I am humbled by your intelligence, perseverance, and dedication to social justice. I take great pride in being trusted to share your stories of persistence in the face of adversity. To my compañera/os at OSU, thank you for the encouragement but especially the laughter. To my brilliant writing group, thank you for helping keep me accountable and on track. Our presence is resistance and our excellence is our victory. It’s a privilege to call you friends and colleagues. To my dear friend Christina Yaniga, thank you for your friendship and for being so incredibly generous with your time and knowledge. Your enlightening feedback during this process has been indispensable and a true blessing. iii To Dr. Arnulfo Pérez, thank you for your mentorship, support, and friendship. To my academic padrino, Dr. Frederick Luis Aldama, thank you for allowing me to learn from you and for all of the amazing opportunities you have provided me. To my academic mother, Dr. Sharon Subreenduth, thank you for caring for me and uplifting me during all these years. We are family, and as such, I hope to make you proud. To my McQuiston family, thank you for your love and support, especially during this wild ride that has been graduate school. To my brother-in-law, rest in peace uncle Rogy. To Sheila, my wife and love of my life. You have been there for and with me during the darkest moments and during the euphoric highs. I love you more than I could ever express. Thank you for taking a chance on me and for continuing to believe in me and in us. I dedicate this work to you. A mi hijo, Luis Rogelio, te dedico esta obra de amor. Hijo, las injusticias del mundo pueden oprimirnos pero nunca nos definirán ni mucho vencerános. Con amor, apoyo, y empeño todo es posible. Finalmente, le quiero dar las gracias a mi querida familia, especialmente a mi madre y mi tía. De niño, ustedes siempre me decían que yo era especial. Me lo dijeron tanto que me lo creí y no deje que nadie me pudieran convencer de lo contrario. El titulo de doctor se los dedico a ustedes. Gracias a su sacrificio y trabajado he podido llegar a este nivel. Las adoro. Gracias por su apoyo y amor incondicional. iv Vita 2000................................................................El Paso High School 2005................................................................B.A. Spanish, University of Texas at El Paso 2013 ...............................................................M.A. Cross-Cultural and International Education, Bowling Green State University 2013 to present ..............................................Graduate Teaching and Research Associate, College of Education and Human Ecology, The Ohio State University Publications Macías, L.F., Collet, B. (2016). Separated By Removal: Impact of parental deportation on U.S citizen children's educational goals. Diaspora, Indigenous, and Minority Education, 10(3), 169-181. Fields of Study Major Field: Education: Teaching and Learning Graduate Interdisciplinary Specialization: Latina/o Studies v Table of Contents Abstract ................................................................................................................................................... ii Acknowledgments .............................................................................................................................. iii Vita ............................................................................................................................................................. v Publications ............................................................................................................................................ v Table of Contents ................................................................................................................................ vi List of Tables ......................................................................................................................................... xi List of Figures ...................................................................................................................................... xii Chapter 1: Introduction ..................................................................................................................... 1 Background ......................................................................................................................................... 1 Statement of Opportunity ............................................................................................................... 3 Purpose of the Study ........................................................................................................................ 4 Significance .......................................................................................................................................... 6 Research Questions .......................................................................................................................... 8 Theoretical Frameworks ................................................................................................................ 8 Critical Race Theory ....................................................................................................................................... 8 Latino/a Critical Theory (LatCrit) ............................................................................................................ 9 Definition of Terms and Legislation ........................................................................................ 11 vi Timeline of Legislation ................................................................................................................. 16 Chapter 2: Literature Review ......................................................................................................... 17 Introduction ..................................................................................................................................... 17 Theoretical Frameworks ............................................................................................................. 18 Critical Race Theory .................................................................................................................................... 18 Racial Passing ............................................................................................................................................................. 18 Interest Convergence .............................................................................................................................................. 20 CRT in Education ....................................................................................................................................................... 21 Latino/a Critical Theory (LatCrit) ........................................................................................................
Load more

Recommended publications
  • News Nepantla
    UCSB Chican@ Studies Newsletter, Fall 2010, No. 3 News Nepantlfrom a LITERARY GREATS VISIT UCSB The 8th annual Luis Cisneros’s Leal Award for forthcoming book, Distinction in Writing in Your Chicano/Latino Pajamas. She Literature was introduced selected awarded on October readings from the 28, 2010 to Jimmy work‐in‐progress Santiago Baca. with comments on Named after her community Professor Luis Leal service work, who died in early encouraging 2010 at the age of everyone to pick up a 102 and who was pen and paper and one of the pioneers engage the art of in the study of literature. ‘Write the Chicano literature, first draft as if you the award honors a Jimmy Santiago Baca and Sandra Cisneros give talks co‐sponsored by the are talking to your writer on Chicano/ Department of Chican@ Studies. best friend. Latino subjects who Completely honest. literacy and of writing and has Her slippers shuffling across has achieved national and Like you were comfortable become one of the major the stage, Sandra Cisneros international acclaim through talking to them even wearing poets and writers in the approached the podium in a substantial body of work. pajamas.’ United States. bright blue pajamas sporting Jimmy Santiago Baca, a The audience was Baca has written more than multi‐colored polka dots. native of New Mexico, is a enthralled as Cisneros read a eleven volumes of poetry. In Hundreds of students powerful and courageous short story following the 2001 he published his accompanied by community voice as a poet, short story narrator through her gripping and powerful members (one stating in the writer, memoir writer, community in search of both a autobiography A Place to Q&A session that he traveled essayist, and novelist.
    [Show full text]
  • Understanding the Information Behavior, Needs, and Networks of Undocustudents in Higher Education
    UndocuLives: Understanding the Information Behavior, Needs, and Networks of UndocuStudents in Higher Education Verónica E. Guajardo A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Ricardo Gomez, Chair Negin Dahya Megan Ybarra Program Authorized to Offer Degree: Information School © Copyright 2018 Verónica E. Guajardo ii University of Washington Abstract UndocuLives: Understanding the Information Behavior, Needs, and Networks of UndocuStudents in Higher Education Verónica E. Guajardo Chair of Supervisory Committee: Ricardo Gomez Information School Technology use and information consumption appears omnipresent in the lives of many modern U.S. college students, central to everything from social media posting to opening a free email account needed for most basic online transactions. Information regarding college admissions, deadlines, standardized tests scoring and financial aid can be daunting for many students. It is exponentially more so for undocumented students who must consider legal and financial barriers. Like many immigrants, undocumented populations understand access to education is important and can help create opportunities with greater economic potential, especially for undocumented students. For many in the undocumented community, education and a ‘better future’ for themselves and their children, is one of the main reasons for their migration in the first place. Annually, an estimated “65,000 undocumented students graduate from U.S. high schools” (Dream Act: Fact Sheet, 2010). However, only about 5% to 10% enroll in higher education and iii 1% to 3% graduate from college each year (Russell, 2011), with an even smaller number continuing into graduate school. In Washington State, the undocu-movement advanced with the passage of the 2003 historic law that granted eligibility for in-state tuition rates for undocu-students who previously were charged at international student rate, about twice the rate as in-state tuition.
    [Show full text]
  • Dear Workshoppers, Thank You for Taking the Time to Read and Discuss
    Gerónimo Sarmiento Cruz Chapter I, 5/15 Draft — do not circulate Dear workshoppers, Thank you for taking the time to read and discuss my work. What follows is still a rough draft of the first chapter of my dissertation, provisionally titled Anational Poetics. In brief, ​ ​ by anational I mean an approach to an order of ideas, images, and concepts whose construction and inner logics are independent of the socio-historical ubiquity of the nation. Mainly relying on two concepts, Deleuze and Guattari’s minor literature and James C. Scott’s hidden transcripts, I am elaborating the anational as a hermeneutics allowing us to read against the backdrop of the nation in order to trace and constellate alternative accounts of collectivities as formulated by minority poetries and poetics. The chapter I am workshopping analyzes the work of Gloria Anzaldúa through the lens of the nation form. In relation to the anational, a lot of the work I do in this chapter is still preparatory—I begin to sketch the concept only towards the end of the chapter. I apologize for the length of the document, yet it is important for me that I workshop the entire thing so that I can assess whether the chapter-format is actually working well and conveying what I intend. If you’re pressed for time, you can read the intro and first section only. I would like to receive all feedback you’re willing to provide; yet more specifically I would like to hear your thoughts on the coherence and legibility of the theory employed and on the pertinence and persuasiveness of the structure as prefatory to the anational.
    [Show full text]
  • Re-Imagining United States History Through Contemporary Asian American and Latina/O Literature
    LATINASIAN NATION: RE-IMAGINING UNITED STATES HISTORY THROUGH CONTEMPORARY ASIAN AMERICAN AND LATINA/O LITERATURE Susan Bramley Thananopavarn A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature in the College of Arts and Sciences. Chapel Hill 2015 Approved by: María DeGuzmán Jennifer Ho Minrose Gwin Laura Halperin Ruth Salvaggio © 2015 Susan Bramley Thananopavarn ALL RIGHTS RESERVED ii ABSTRACT Susan Thananopavarn: LatinAsian Nation: Re-imagining United States History through Contemporary Asian American and Latina/o Literature (Under the direction of Jennifer Ho and María DeGuzmán) Asian American and Latina/o populations in the United States are often considered marginal to discourses of United States history and nationhood. From laws like the 1882 Chinese Exclusion Act to the extensive, racially targeted immigration rhetoric of the twenty-first century, dominant discourses in the United States have legally and rhetorically defined Asian and Latina/o Americans as alien to the imagined nation. However, these groups have histories within the United States that stretch back more than four hundred years and complicate foundational narratives like the immigrant “melting pot,” the black/white binary, and American exceptionalism. This project examines how Asian American and Latina/o literary narratives can rewrite official histories and situate American history within a global context. The literary texts that I examine – including works by Carlos Bulosan, Américo Paredes, Luis Valdez, Mitsuye Yamada, Susan Choi, Achy Obejas, Karen Tei Yamashita, Cristina García, and Siu Kam Wen – create a “LatinAsian” view of the Americas that highlights and challenges suppressed aspects of United States history.
    [Show full text]
  • Code-Switching in Chicano Theater
    Code-switching in Chicano Theater Print & Media Print & Media Code-switching in Chicano Theater: Power, Identity and Style in Three Plays by Cherríe Moraga Carla Jonsson Skrifter från moderna språk 17 Institutionen för moderna språk Umeå universitet 2005 Print & Media Institutionen för moderna språk Umeå universitet SE-901 87 Umeå Tfn. + 46 90 786 51 38 Fax. + 46 90 786 60 23 http://www.mos.umu.se/forskning/publikationer/ Skrifter från moderna språk 17 Umeå universitet ISSN 1650-304X Skriftseriens redaktör: Raoul J. Granqvist © 2005 Carla Jonsson Omslag: Michael Haglund. Inspirerat av Simón Silva. Layout: Print & Media, Ralf Elo Tryckt av Print & Media, Umeå universitet, 2005: 2000796 ISBN 91-7305-837-8 ISSN 1650-304X Print & Media Para Nancy, Tore y Michael con todo mi amor Print & Media Print & Media Table of contents Conventions of Typography, Transcription and Translations 13 Preface and Acknowledgements 15 1 Introduction 19 1.1 Introduction 19 1.2 Aims 22 1.3 Fieldwork and material 23 1.3.1 Material 24 1.3.2 Playwrights and theater groups 25 1.4 Theoretical perspectives 26 1.4.1 Linguistic anthropology 27 1.4.2 Critical applied linguistics 28 1.4.3 Poststructuralism 29 1.4.4 Postcolonialism 30 1.4.5 Feminist theory: Third World feminism and Chicana feminism 33 1.5 Limitations 36 1.6 Disposition of the thesis 37 Part I: The Chicano Context 2 The Chicanos/-as: Their History and Present Situation 38 2.1 Introduction 38 2.2 Defining the term Chicano/-a 38 2.2.1 A border culture 41 2.2.2 Hybridity, third space, nepantla and in-between-ness
    [Show full text]
  • Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals As Oolst for Healing and Resistance in the Trump Era
    Santa Clara University Scholar Commons Ethnic Studies College of Arts & Sciences 2018 Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as oolsT for Healing and Resistance in the Trump Era Jesica S. Ferńandez Santa Clara University, [email protected] Alejandra Magaña Gamero Follow this and additional works at: https://scholarcommons.scu.edu/ethnic Part of the Ethnic Studies Commons Recommended Citation Fernández, J. S. & Magaña Gamero, A. (2018). Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as oolsT for Healing and Resistance in the Trump Era. Association of Mexican American Educators (AMAE) Journal, 12(3), 13-32. A peer-reviewed, open access journal This Article is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in Ethnic Studies by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Association of Mexican American Educators Journal A peer-reviewed, open access journal Volume 12 Issue 3 2018 AMAE Special Issue Latinx Education Policy and Resistance in the Trump Era Guest Editors Patricia D. López, William Pérez, California State University, Fresno Loyola Marymount University Editors Patricia Sánchez Antonio J. Camacho The University of Texas at San AMAE, Inc. Antonio Associate Editors Julie L. Figueroa Lucila D. Ek Sacramento State The University of Texas at San Antonio http://amaejournal.utsa.edu ISSN: 2377-9187 Fernández & Magaña Gamero Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as Tools for Healing and Resistance in the Trump Era1 Jesica Siham Fernández Alejandra Magaña Gamero2 Santa Clara University Abstract Anzaldúa’s concept of conocimiento guides our analysis of Latinx/Chicanx students’ Critical Reflexivity Journals (CRJ) produced in an Ethnic Studies classroom at a predominantly-white institution.
    [Show full text]
  • Hispanic Heritage Award Day Santa Fe, NM)
    An illegitimate mestizo cattle driver, Juan Vicente Gómez, became one of three great authoritarian rulers of Venezuela (president, 1908-1910, 1911-1914, 1915-1922, 1923-1929, 193-1935), achieving political stability with the creation of a professional army. 1997 January 1997 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Año Nuevo (New Year's Day). 1 1955: Panama’s President 2 1925: José F. Valdez--Medal of 3 1927: Lauro F. Cavazos--first 4 José Antonio Remón is Honor recipient and private first Hispanic secretary of 1954: Robert Menéndez, US assassinated. class in Marine Corps (WWII)-- education (1988) and first in a Representative (D-NJ), is born in is born in Governador, NM. cabinet-level position--is born New York, NY. 1963: Edgar Martínez, in King Ranch, TX. baseball player, is born in New 1961: United States breaks 1994: North American Free York, NY. relations with Cuba. Trade Agreement (NAFTA) takes effect. 1891: Cuban Revolutionary 5 Día de los Tres Reyes 6 1959: United States recognizes 7 1912: José Ferrer, Theater Hall 8 1915: Fernando Lamas, actor, 9 1815: José Gervasio Artigas, 10 1811: 100,000 peasants led 11 Party (Partido Revolucionário commemorates Three Kings Cuba’s new provisional of Fame actor and Oscar winner is born in Buenos Aires, father of Uruguay, defeats by Hidalgo are defeated in Cubano--PRC) is founded by (Wise Men), in Latin America. government, headed by Fidel (Cyrano de Bergerac, 1950), is Argentina. Argentines at Guayabo. Battle of Calderón, Mexico. Cuban national hero José Castro Ruz. born in Santruce, PR. 1959: Rigoberta Menchú Tum, 1839: Eugenio María de Martí.
    [Show full text]
  • The New Mestiza and La Nepantlera
    1 The NewMestiza and La Nepantlera Borders—barbed-wire, wooden, sometimes invisible—separating, con- straining, restricting. Seeing, sensing anew. Borderlands—where cultures, ideas, norms, selves are remade, reconfigured, where pain mingles with uncertainty, fear, anxiety, creativity, and new possibilities. The new mestiza lives there. The shadow beast is her strong will, unfreezing her so she can take a stance, so she can change. The new mestiza is the shadow that walks hand in hand with the words on these pages, leading us away from tidy, unified selves. It is good company. In this chapter, I discuss Gloria Anzaldúa’s explorations of selfhood, in particular her account of the new mestiza,1 one of Anzaldúa’s most impor- tant contributions in her celebrated text Borderlands/La Frontera: The New Mestiza, a deeply intersectional text that has been influential in various disciplines, including border studies, literary studies, women’s studies, queer studies, and many others (Anzaldúa 1987).2 Given this text’s tremendous appeal, the force of the ideas in it, and the fact that it has become canoni- cal in some circles, it is important for me to approach it with caution as I wish to remain respectful of Anzaldúa’s words but also to have a reflective, critical edge as I engage with them.3 My first reading ofBorderlands/La Frontera was a powerful experience. Anzaldúa’s words touched me deeply; they moved me in a way that few texts had done before. Her profound awareness of the intersecting, inter- meshed nature of her multiple oppressions and her moving autohistoria, what I would call her lived-theory, pierced me.4 Reading about her struggles in the borderlands struck me intellectually and viscerally, given my own experience as a Latina who felt displaced and who often wondered about the question of home ever since revolution transformed my life, and many other Nicaraguans’ daily lives in the summer of 1979.
    [Show full text]
  • Young Adult Chicana Literature
    California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 12-2018 BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE Rocio Janet Garcia California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Literature in English, North America, Ethnic and Cultural Minority Commons Recommended Citation Garcia, Rocio Janet, "BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE" (2018). Electronic Theses, Projects, and Dissertations. 778. https://scholarworks.lib.csusb.edu/etd/778 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Rocio Janet Garcia December 2018 BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE A Thesis Presented to the Faculty of California State University, San Bernardino by Rocio Janet Garcia December 2018 Approved by: Yumi Pak, Committee Chair, English Jason Magabo Perez, Committee Member © 2018 Rocio Janet Garcia ABSTRACT This thesis considers the use of Young Adult Chicana Literature in the classroom to help young Chicanas work through their process of finding their identities. It begins by making the case that Chicana identities are complex because of their intersectional borderland positioning between Mexican and U.S.
    [Show full text]
  • The New Mestiza De Gloria Anzaldúa
    Cornejo Guzmán, Yanet Verenice Configuración de una "memoria Nepantla" en Borderlands/La Frontera: The New Mestiza de Gloria Anzaldúa Tesis presentada para la obtención del grado de Magíster en Historia y Memoria Directora: Basile, Teresa Cornejo Guzmán, Y. (2019). Configuración de una memoria Nepantla en Borderlands/La Frontera: The New Mestiza de Gloria Anzaldúa. Tesis de posgrado. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. En Memoria Académica. Disponible en: http://www.memoria.fahce.unlp.edu.ar/tesis/te.1739/te.1739.pdf Información adicional en www.memoria.fahce.unlp.edu.ar Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional https://creativecommons.org/licenses/by/4.0/ UNIVERSIDAD NACIONAL DE LA PLATA FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN SECRETARÍA DE POSGRADO Configuración de una “memoria Nepantla” en Borderlands/La Frontera: The New Mestiza de Gloria Anzaldúa Yanet Verenice Cornejo Guzmán Tesis para optar por el grado de Maestra en Historia y Memoria Directora Teresa Basile La Plata, 3 de Mayo de 2019 Índice Agradecimientos 2 Introducción 4 CAPÍTULO I 13 DE LA NACIÓN A LAS “MEMORIAS FRONTERIZAS”: EL CASO CHICANO 13 1.1 De la nación a las culturas híbridas 15 Una mirada sobre el origen de la nación en Ernest Renan 16 Nación y nacionalismo: una pretensión de homogeneidad narrativa 18 Las culturas híbridas que interpelan la homogeneidad de la nación 24 Tradicionalismo versus modernización 27 1.2 Teorías de la frontera: repensar la memoria y la identidad
    [Show full text]
  • The Political Aesthetics of Delilah Montoya's, Desire Lines, Baboquivari Peak, Arizona B
    Politics of an Indigenous Landscape: The Political Aesthetics of Delilah Montoya’s, Desire Lines, Baboquivari Peak, Arizona by Mark Esquivel A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts Approved April 2014 by the Graduate Supervisory Committee: Amelia Malagamba, Chair Thomas Swensen Desirée Garcia ARIZONA STATE UNIVERSITY May 2014 ABSTRACT The purpose of this project is to investigate the political aesthetics of Delilah Montoya's photographic landscape image, Desire Lines, Baboquivari Peak, Arizona (2004), an image drawn from a larger photo-documentary project by Montoya and Orlando Lara titled, Sed: Trail of Thirst (2004). This thesis employs Jacques Rancière’s concept of the aesthetic regime to identify how Desire Lines functions as a political work of art, or what Rancière would consider “aesthetic art.” This thesis shows that the political qualities of Desire Lines’s work contrast with the aesthetic regime of art and systems in the U.S. nation state that have attempted to erase an indigenous presence. Thomás Ybarra-Frausto’s and Amalia Mesa-Bains’ definitions of Rasquachismo, as well as Gloria Anzalúda’s concept of Nepantla, are used to assist in identifying the specific politics of Montoya's work. The first portion of this thesis investigates the image's political aesthetic within the context of the politics of art, and the second portion addresses the image’s political qualities within the framework of the politics of the everyday life. This thesis shows that Desire Lines, Baboquivari Peak, Arizona reveals a Chicana/o aesthetic that challenges the dominant paradigm of postmodernism; furthermore, viewing the content of the image through the concept of Nepantla allows for a political reading which highlights the work’s capacity to challenge the Eurocentric view of land in the U.S.
    [Show full text]
  • NACCS 2019 Proceedings Complete
    San Jose State University SJSU ScholarWorks 2019 Indigenous Knowledge for Resistance: NACCS Annual Conference Proceedings Lecciones from Our Past Apr 1st, 12:00 PM NACCS 2019 Proceedings Complete Linda Heidenreich Washington State University, [email protected] Follow this and additional works at: https://scholarworks.sjsu.edu/naccs Part of the Gender and Sexuality Commons, and the Race and Ethnicity Commons Heidenreich, Linda, "NACCS 2019 Proceedings Complete" (2019). NACCS Annual Conference Proceedings. 5. https://scholarworks.sjsu.edu/naccs/2019/Proceedings/5 This Conference Proceeding is brought to you for free and open access by the National Association for Chicana and Chicano Studies Archive at SJSU ScholarWorks. It has been accepted for inclusion in NACCS Annual Conference Proceedings by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. Indigenous Knowledge for Resistance, Love, and Land: Lecciones for our Children, for our Future” Selected Proceedings of the 2019 Meeting of the National Association for Chicana and Chicano Studies Edited by L. Heidenreich, María González, Francisco Villegas, and Samantha Manz CONTENTS INTRODUCTION “Indigenous Knowledge for Resistance”: Lecciones from Our Past L.Heidenreich .......................................................................................................................... 1 PART ONE: Flourishing of the Nations Chair-Elect Welcome Letter Karleen Pendleton Jiménez ...................................................................................................
    [Show full text]