DOCSLIB.ORG

UC San Diego UC San Diego Electronic Theses and Dissertations

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UC San Diego UC San Diego Electronic Theses and Dissertations UC San Diego UC San Diego Electronic Theses and Dissertations Title Schooling La Raza : a Chicana/o cultural history of education, 1968-2008 Permalink https://escholarship.org/uc/item/8t69s3wd Author Hidalgo, Melissa Martha Publication Date 2011 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Schooling La Raza: A Chicana/o Cultural History of Education, 1968-2008 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Literature by Melissa Martha Hidalgo Committee in charge: Professor Shelley Streeby, Chair Professor Rosemary George Professor Lisa Lowe Professor Olga Vásquez Professor Meg Wesling 2011 This Dissertation of Melissa Martha Hidalgo is approved, and is acceptable in quality and form for publication on microfilm and electronically. Chair University of California, San Diego 2011 iii EPIGRAPH To tell a story is to construct a history, to assert a vision of reality. A history links the living with ancestors and divinities across spatial and temporal dimensions, moving back to retrieve lineage lessons and forward to cast a vision of what might be. Joni L. Jones iv TABLE OF CONTENTS Signature Page……………………………………………………………. iii Epigraph………………………………………………………………….. iv Table of Contents………………………………………………………… v List of Illustrations……………………………………………………….. vi Acknowledgements………………………………………………………. vii Vita……………………………………………………………………….. xi Abstract…………………………………………………………………… xii Introduction……………………………………………………………….. 1 Chapter 1. “Demand, Protest, Organize:” Remembering the 1968 East Los Angeles High School Blowouts………………………………. 28 Chapter 2. Soft Hands: A Genealogy of the Educational Formation of Queer Chicano Identities from Villarreal’s Pocho (1959) to Bracho’s Sissy (2008) ……………………………………………... 81 Chapter 3. Profesora Power: Feminist Pedagogy in Terri de la Peña’s Margins (1992) and Adelina Anthony’s Mastering Sex and Tortillas (2002)……………………………………………..... 126 Chapter 4. The Ganas to Compete: Jaime Escalante’s “Manly Pedagogy and the Politics of Teaching “Calcúlus” in Stand and Deliver….... 170 Epilogue…………………………………………………………………… 207 Works Cited……………………………………………………………….. 210 v LIST OF ILLUSTRATIONS Figure 1: Pocho cover illustrations from 1959 and 1994…………………… 89 Figure 2: From Pocho to Sissy……………………………………………… 119 Figure 3: Mastering Sex and Tortillas!........................................................... 152 Figure 4: “T.L.C.: Titty Loving Cochinas”…………………………………. 161 vi ACKNOWLEDGEMENTS I could not have written this dissertation without the support, patience, and love of the many special people, including family, friends, fellow teachers and students, and others who have touched my life along this journey. I also thank the Ford Foundation Dissertation Fellowship award for providing much needed financial support for the writing of this dissertation from 2009-2010. I thank Shelley Streeby, my dissertation advisor and committee chair. Thank you for being a good teacher and for pushing me to do the hard work I needed to do in order to write a dissertation I am proud of. Your sharp guidance, good humor, encouragement, and patience through many drafts and versions of this project proved to be invaluable throughout this process. I also thank my dissertation committee members: Lisa Lowe, Rosemary George, Meg Wesling, and Olga Vásquez. Thank you all for believing in this project and supporting my vision from the start. Each of you contributed something special that made this project fly, and this dissertation benefited greatly from your collective insights. I have learned so much from your guidance and wisdom, and I’m proud to have worked with you all. I thank my many professors and mentors, from my undergraduate years at UC Berkeley through my graduate years at UC San Diego. My formal education journey took me from Northern California to Chicago and Indiana before I made it back home to Southern California. I met and learned from many wonderful professors who guided and inspired me along the way. I want to thank Curtis Márez, Kris Gutiérrez, David Lloyd, Manuel Luís Martínez, Mary Pat Brady, Christine Farris, and Steve Watt. Many vii professors and colleagues at UC San Diego helped make my experience there in Literature and Cultural Studies a happy and productive one. I thank Sara Johnson and Rosaura Sánchez for their much appreciated mentorship when I first arrived in the department. I also thank Ana Minvielle, Thom Hill, and Nicole King for all of their help and encouragement. I thank my many students and my teacher friends who are fighting the good fight in our public schools. I thank the Chicana/o Studies Department at Cal State Fullerton, especially Sonia Vélez and Alexandro Gradilla. And I thank my friends throughout the Hacienda La Puente Unified School District for your support hard work in our schools. I thank my many teachers, past and present, especially Miss Bruno, Mrs. Fenaroli, and Coach Blume. One teacher in particular has had the most impact in my life, and I fell in love with literature in her tenth grade honors British literature class. Thank you, Pat Walker, for your love, support, for a place to live, and the room of my own. And even though you gave me a B+ in Honors English, you are still my favorite teacher. I thank those who walk in the world as Artists and for doing the necessary work of making powerful, healing art for our gente. Thank you to Virginia Grise and Ricardo Bracho for your beautiful plays. Mil heartfelt thank yous to Adelina Anthony, Cherríe Moraga, and my Pa, Sharon Bridgforth. Your work is meaningful. It’s medicina. It has fed and sustained me. And each of you has touched my life in the most inspirational of ways. Thank you for Teatro Q, delta dandi, and Digging Up the Dirt, and for bringing out the artist in me. I thank my incredible support system made up of good friends, colleagues, mentors, and writing partners. Special thanks to Alexandro Gradilla and Betty Tapia, viii Laura Fugikawa, Mirasol Riojas, Karla Legaspy, Porschia Baker, Laura Placencia, Robin Silbergleid, and Gabriela Nuñez. And I give much love and thanks to two fierce femme academics in my life, Micaela Díaz-Sánchez and Stacy Macías. Thank you for the writing company and conferences and all the meals and time together. Thank you for the inspiration and for reminding me why we do this work and that what we do is important. La Stacy, mil gracias for being there with me and seeing me through the end of this thing. I deeply appreciate and I’m so thankful for your committed friendship, love, and loyalty. Thank you for reminding me that we don’t ever have to, nor should we, do this work alone. To all my friends and familia, thank you for your patience and for keeping the faith at the times I (almost) lost mine. There are many of you. Much love to Margaret Fajardo, Angela Lesaca, Alexis de la Rocha, Isela Reza, Robin Silbergleid, Denise Curry, Gloria Galván, Luisa García, Maria Malagón, Lisa and Ernie from Vinatero, Beatmo and Tamales Fatales, the Marrone Family, my parents’ friends from church, anyone who has kept me company, helped me to relax and have fun, gone with me to a Dodger game or concert—thank you. And my family. Thank you to my beautiful familia. My biggest supporters and cheerleaders and there since Day One. Mil gracias and much love to my grandparents, Petra y Cristobal Mora and Guadalupe y Miguel Hidalgo. My mother, Martha Mora Hidalgo; my father, Deacon Hector Miguel Hidalgo; my sisters Monica Christina Hidalgo and Melinda “Danda” Hidalgo Carrillo; my goddaughter Chloe; my little nieces Camillie and the Bean; my compadre, Nathan; and my bro, Brandon. I thank my aunties and uncles and cousins on both sides of the familia, from Cali to Tejas. Words here are not ix enough, nor will they probably ever be enough, for all you have done for me, for all the candles lit and prayers offered. Your love, your patience, your enduring strength and encouragement are my foundation and what keeps me going. For my loved ones who passed during the writing of this dissertation. I know you all were up there helping me through this: my Grandma-Mom, Petra Mora; my dear friend, Wayne Walker; my cuz, Beth Montes; and my first love, Deb Oldenburger. I carry loving memories of all of you, and thank you for the love and strength you send from above. This dissertation is for my family—for Mike, Martha, Melinda, and Monica— with love and gratitude. x VITA 1996 Bachelor of Arts, University of California at Berkeley 1997 Master of Arts, University of Chicago 1997-2000 Indiana University Ph.D. program 2001 Lecturer, Mount San Antonio College, Walnut, California 2002-2004 Teacher, La Puente High School 2003 Instructor, Migrant Student Leadership Institute, UCLA 2004-2007 Teaching Assistant, Muir College Writing Program, UCSD 2008-09 Substitute Teacher 2009-2010 Ford Foundation Dissertation Year Fellowship 2010-2011 Lecturer, California State University, Fullerton 2011 Doctor of Philosophy, University of California at San Diego xi ABSTRACT OF THE DISSERTATION Schooling La Raza: A Chicana/o Cultural History of Education, 1968-2008 by Melissa Martha Hidalgo Doctor of Philosophy in Literature University of California, San Diego, 2011 Professor Shelley Streeby, Chair My dissertation, “Schooling La Raza: A Chicana/o Cultural History of Education, 1968-2008,” interrogates the function of memory, the politics of representation, and the educational formation of subjectivity in the creation of what
Load more

Recommended publications
  • Second Generation
    HISTORY The New Mexican-Americans in Wartime America: riots reflect the state of the Mexican American pop How the "Z-Oot Suit Riots" and the "Second Generation" events shape the future of the Mexican American c Transformed Mexican-American Ethnic Politics Brady Dvorak In this paper, l will show how the unique state oft especially the first US-born generation of Mexican Abstract second generation) - coupled with the anxiety of\ This paper looks at the unique demographic, economic, and cultural state of ethnic Mexicans living of racial tensions in Los Angeles. And, I will sho\\ in the United States during World War II and how the "Zoot Suit Riots" both refl ected the wartime riots" created by the sensationalistic press affected ethnic relations between Latinos and Anglos and influenced the future of Mexican American civil campaign in two ways: (1) Popular interpretation< rights movements. In particular, the riots will be examined within the context of the emergence of a American youth, bridging a correlation between et pachuco youth culture within the second generation of US-born ethnic Mexicans. Newspaper there being any racial discrimination during the ric articles of the time and complimentary research will also show how popular public perception of perception of there being no racial element of disc the events affected the way in which Mexican American community leaders would negotiate the communities. With Mexican American activists or ethnic politics of civil rights until the 1960s. anti-Mexican sentiment, they preached uncompror while ignoring the more complex problems of disc Introduction disparity between Latinos and Anglos in the Unite ne of the most notorious episodes in the history of US ethnic relations, and certainly in Mexican Americans, Pachucos, and World 0 Mexican American history, was the so called "zoot suit riots" that took place in wartime Los Angeles.
    [Show full text]
  • Borderlands of the Rio Grande Valley: Where Two Worlds
    BORDERLANDS OF THE RIO GRANDE VALLEY: WHERE TWO WORLDS BECOME ONE by Nora Lisa Cavazos, M.A. A thesis submitted to the Graduate Council of Texas State University in partial fulfillment of the requirements for the degree of Master of Arts with a Major in International Studies August 2014 Committee Members: Paul Hart, Chair John McKiernan-Gonzalez Robert Gorman COPYRIGHT by Nora Lisa Cavazos 2014 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public law94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As copyright holder of this work I, Nora Lisa Cavazos authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. ACKNOWLEDGEMENTS I would sincerely like to thank my family for inspiring me to write about the reality of such a complicatedly beautiful place. Without the love and support from my Mom, Dad, Linda, Melissa, David, Noah, and Jaeden, none of this would have been possible. For all the times they extended their home, their food, and their stress relieving techniques, I am undoubtedly thankful. A big thank you to Dr. Paul Hart, Dr. John McKiernan-Gonzalez, and Dr. Robert Gorman for encouraging my study of the Rio Grande Valley, the place I love the most, and for pushing me beyond what I knew I was capable of.
    [Show full text]
  • Selected Films of Interest for Chicana/O and Latino Studies in the SDSU Library Media Center
    Selected Films of Interest for Chicana/o and Latino Studies In the SDSU Library Media Center Check the library catalog (the PAC) for complete information and availability of individual films. Adelante, Mujeres! National Women's History Project, 1992. "Focuses on the history of Mexican-American/Chicana women. The major themes, organizations and personalities are introduced chronologically in a tribute to the strengths and resilience of women at the center of their families, as activists in their communities and as contributors to American history." VTC-245 The American Experience : Zoot Suit Riots. Boston, Mass. : WGBH Educational Foundation : PBS Home Video, 2002. VTC-1904 Barrio Logan : Youth Voices, Community Stories. Media Arts Center San Diego, 2006 "… a storytelling project that helps sustain, support, celebrate and maintain community identity and pride in an area that is widely regarded as a center for Latino civic engagement. This project is a partnership between the City of San Diego Public Library and Media Arts Center San Diego.” DVD-2667 Bettina Gray Speaks with Luis Valdez. Films for the Humanities & Sciences, 1993. VTC-686 Beyond the Border = más allá de la frontera. Dos Vatos Production, 2001. “… with tenderness and beauty, follows the immigrant experience with Marcelo Ayala, who leaves his family on a risky journey to the United States. Beyond the Border rounds out the immigration's effect on family in Marcelo's home town of Michoacan, Mexico.” VTC-2085 Bilingualism : A True Advantage. Films for the Humanities & Sciences, 1994 “The first segment focuses on the bilingual education program at San Antonio's De Zavala Elementary school.
    [Show full text]
  • William A. Calvo-Quirós, P H.D
    WILLIAM A. CALVO-QUIRÓS, PH.D. DEPARTMENT OF AMERICAN CULTURE UNIVERSITY OF MICHIGAN 3642 Haven Hall, 505 S. State Street Ann Arbor, MI 48109-1045 (734) 647-3341 | [email protected] | www.barriology.com RESEARCH & TEACHING AREAS ! American Studies ! Design, Space and Aesthetics Studies ! Material Cultural and Consumption Studies ! Speculative Fiction Studies ! Urban Planning and Product Development ! Ethnography Research and Theory ! Comparative Race and Ethnic Studies ! Borderland Studies ! Latina/o Folklore ! Chicana/o Latino Spirituality ! Chicana/o Latina/o Gender, Sexuality and Queer Studies ! Decolonial Methods and Theory. EDUCATION 2014 - 2015 Postdoctoral Fellow/Visiting Scholar The Department of American Culture, and National Center for Institutional Diversity (NCID) University of Michigan, Ann Arbor, MI 2014 Ph.D. Chicana and Chicano Studies Concentrations: Aesthetics and Cultural Studies, Critical Race Theory, Gender and Sexuality Title: “Monsters of Late Capitalism Along the U.S.-Mexico Border: Legends, Epistemologies and the Politics of Imagination.” Dissertation Members: Maria Herrera-Sobek (co-chair), Francisco Lomelí (co-chair), George Lipsitz, Guisela LaTorre. University of California, Santa Barbara, CA. 2011 Ph.D., Design, Environment, and the Arts - Industrial Design Concentrations: History, Methodology, and Criticism Title: “Lowriders: Cruising the Color Line, Chromophobia, Chromo-Eugenics, and the Politics of Taste” Dissertation Members: Jacques Giard, Prasad Boradkar, and David William Foster Arizona State University, Tempe, AZ. 2009 M.A., Chicana and Chicano Studies Concentrations: Borderlands Theory; Aesthetics & Cultural Studies “Low ’n Slow: Navigating Chicana/o Vernacular Knowledge” University of California, Santa Barbara, CA. 2003 M.S.D., Industrial Design Concentration: History, Methodology, and Criticism “Lowriders: Storytellers of the Unique Chicana/o Experience” College of Architecture and Environmental Design Arizona State University, Phoenix, AZ.
    [Show full text]
  • 1 Mario T. García and Sal Castro. Blowout!
    49th Parallel, Vol. 29 (Summer 2012) McNamara ISSN: 1753-5794 (online) Mario T. García and Sal Castro. Blowout!: Sal Castro & the Chicano Struggle for Education. UNC (University of North Carolina) Press, 2011. 384pp. Niamh Mc Namara* University College Cork The publication of Blowout! Sal Castro & the Chicano Struggle for Educational Justice arrives at a critical juncture for those interested in the U.S. education and political systems. While the text deals with events concentrated in the late 20th century, Blowout! provides historical context to issues pertinent to the contemporary relationship between politics and education in North America. Inequities regarding teaching salaries and resources combined with student drop out rates and disciplinary actions are, today as then, frequently aligned with issues of race and ethnicity. In recent years the media has intensified its focus on the topic of education, especially in relation to Latino and black students. The attempt to introduce the DREAM Act through Congress has underscored the indelible links between immigration and education in the U.S. in regard to Latino students.† With community and political pressure in border states such as Arizona, Texas, and California, politicians are using their stances on educational issues to reflect or reinforce their position on illegal immigration.‡ The closures of Chicano/a Studies in secondary level education, and the media concentration on immigration issues pertaining to the U.S.–Mexico border, has * Niamh Mc Namara is a PhD Candidate at University College Cork where she studies Chicana/o Literature. She can be contacted at [email protected] † The DREAM Act (Development, Relief and Education of Alien Minors Act) is a bipartisan legislation that attempts to provide an avenue for the children of undocumented immigrants to attain full U.S.
    [Show full text]
  • Chicano Youth Leadership Conference: Speaking Legacies of Leadership Into the Future
    Chicano Youth Leadership Conference: Speaking Legacies of Leadership into the Future By Jasmin Temblador Capstone Reflection Paper Master of Arts in Cultural Sustainability Goucher College May 2019 Capstone Committee: Selina Morales, Advisor Linda Shopes, Reader Xochitl Chavez, Outside Reader 1 Official slogan of the Sal Castro Foundation. Photo Taken by Jasmin Temblador 2 Introduction In this reflection paper, I use the method of oral history to explore leadership through the Chicano Youth leadership conference (CYLC) over fifty-years. For this final capstone project, I have interviewed Charlotte Lerchenmuller, president of the Sal Castro Foundation, and Paula Crisostomo, board member of the Sal Castro foundation, and former conference attendee and student activist. I selected Paula and Charlotte because they are elders who hold leadership roles in the conference, and both have been longtime volunteers. The purpose of this project is to ensure that the narratives of elders within the conference are heard, seen, and recognized as a vital contribution to the sustainability of the conference, and to continue to empower future generations of Chicano/a youth. Through the oral history recordings, future generations of Chicano/a and Latino/a people will have access to learn about the experiences of people like Charlotte and Paula who have made incredible contributions to the CYLC over time. In this paper, I will introduce a brief history of the conference and the 1968 student walkouts, my personal narrative as a volunteer with the conference and how it inspired me to conduct this capstone. Finally, I will introduce the method of oral history, my process for completing the interviews for this project, and an analysis and interpretation of the interviews.
    [Show full text]
  • Chicana Brown Berets in East Los Angeles, 1967-1970
    Essays “Revolutionary Sisters”: Women’s Solidarity and Collective Identification among Chicana Brown Berets in East Los Angeles, 1967-1970 Dionne Espinoza ABSTRACT:I examine women’s participation in the East Los Angeles chapter of the Brown Berets in order to unpack the dynamics ofwomen’s inclusion and exclusion in an organization proclaiming a commitment to liberatory social change. I argue that the organization’s structure and ideology, which originally appeared to support participatory democracy- albeit in tension withparamilitary procedures and selfrepresentations- progressively devolved into the segregation and subordination of women participants. This structuring of gender inequality, and the self- representations and behaviors that supported it, created the conditions for womenBerets to recognize each other as hermanas en la lucha who could organize on their own terms. Chicana Brown Berets’ gender consciousness and woman-identified solidarity enabled them to break with the organization and develop a new political identity that implied a linked, but autonomous, relationship to the Chicano movement as well as a feminist reconstruction of la familia as based in women’s community. In late February 1970 a letter was sent to “Aron Mangancilla, Minister of Education for the Brown Berets,” explaining that the minister of correspondence and finance for the East Los Angeles chapter, Gloria Arellanes, had resigned. The letter stated, “There has been a great exclusion on behalf of the male segment and failure of the ministers to communicate with us, among many, many other things.” It went on to de- clare that “ALL Brown Beret women” were leaving because they had been treated as “nothings, not as “Revolutionary Aztldn 26: 1 Spring 200 1 17 Espinoza sisters.”’ Signing the letter “Con Che!”, the authors implied that their leaving was a revolutionary act of self-determination.
    [Show full text]
  • Chicano Nationalism: the Brown Berets
    CHICANO NATIONALISM: THE BROWN BERETS AND LEGAL SOCIAL CONTROL By JENNIFER G. CORREA Bachelor of Science in Criminology Texas A&M University Kingsville, TX 2004 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE July 2006 CHICANO NATIONALISM: THE BROWN BERETS AND LEGAL SOCIAL CONTROL Thesis Approved: Dr. Thomas Shriver Thesis Adviser Dr. Gary Webb Dr. Stephen Perkins Dr. A. Gordon Emslie Dean of the Graduate College ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION ......................................................................................................1 II. REVIEW OF LITERATURE ………………………………………………………7 Informants and Agent Provocateurs .........................................................................8 Surveillance, Dossiers, Mail Openings, and Surreptitious Entries ……………….14 Violent Strategies and Tactics ……………………………………………………20 III. METHOD OLOGY……………………………………………………………….29 Document Analysis ................................................................................................30 Telephone Interviews .............................................................................................32 Historical Analysis .................................................................................................34 IV. FINDINGS .............................................................................................................36 Mexican -American History ...................................................................................36
    [Show full text]
  • Quiz Study Guide 1 Sp 2013.Docx.Docx
    MAS 10B Quiz #1 Study Guide Acuña: ● What is wrong with the myth that the U.S. “liberated” the land which was “unoccupied?” And to what extent was America NOT the “land of opportunity” for people of Mexican descent in the early 1900s? ● Name at least one positive outcome of the mining strikes and labor organizing in the mines. ● What led to the dramatic growth of population in the Southwest? ● Why were growers and capitalists forced to look toward Blacks in the South and Mexicans in the Southwest for the labor force at the end of the 1800s and into the early 1900s? ● What were some of the characteristics and conditions of the different types of labor (railroad, mining, farm work, for example)? ● How did Mexicans respond to the poor labor conditions in the fields and orchards? ● Flores Magon Brothers ● Why did Anti-Mexican hysteria develop as a result of the Great Depression of the 1930s? How does the nation react, both through policy and the treatment of Mexican Americans? Give specific examples of policies that affect Mexican Americans. ● Mutualistas ● Why was there a sharp increase of Mexican migration north during 1910-1920? ● “Mexican Schools”/Lemon Grove Incident ● Explain “Barrioization” and the factors that lead to the creation of ethnic enclaves. Describe the experience/s of at least one urban Mexican American community as detailed in Acuña. ● Repatriation/Federal Deportation Programs ● When did the Repatriation acts take place? ● What does Repatriation mean literally? ● What were the main causes of the Great Depression? ● Emma Tenayucca ● Rosalio Ronquillo ● LULAC ● Why did LULAC want to separate themselves from Mexican Immigrants? ● How was the participation and goals of the U.S.
    [Show full text]
  • CRN 18036 / Chicano Cinema 3302
    Fall 2017 (August 28, 2017 – October 20, 2017) CHICANO CINEMA 100% Online Course (CHIC 3302 - 008 CRN 18036) Syllabus 3 credits The University of Texas At El Paso Chicano Studies Program 500 W. University Ave. Graham Hall #104 El Paso, Texas 79968 Course Instructor: Elvira Carrizal-Dukes Office Hours: Contact via Blackboard Mailbox: Chicano Studies Office, GRAH 104 CS Phone: 915-747-5462 Fax: 915-747-6501 E-mail: Contact me only through Blackboard Course Messages If you prefer to speak with me by telephone, contact me through Blackboard Course Messages to set up a telephone appointment. Content Introduction Chicano Cinema is designed to provide students with an overview of Chicano cinema history and the skills necessary to analyze and critique cinema. Students will learn about Chicano cinema theory, aesthetics, genres, and basic cinema criticism. Students will analyze cinema through an examination of story, directing, acting, scenes, and producing to allow students to view cinema critically, to develop a systematic and convincing interpretation of the films they watch, and to acquire the ability to analyze cinema in well-constructed and persuasive essays. Course Objective Chicano Cinema is designed to assist you in learning the aesthetic and technical fundamentals of Chicano cinema arts through lectures, readings, screenings, discussions and assignments. This class provides opportunities for you to develop your skills in writing about and discussing films through semiotics. Course Description Chicano Cinema is an examination of the American film industry with respect to the Chicano’s role, historically and culturally, in the genre. A series of films, including Hollywood commercial and Chicano made films, will be screened, as part of an analysis of Chicano images and their impact on American popular culture.
    [Show full text]
  • National Film Registry
    National Film Registry Title Year EIDR ID Newark Athlete 1891 10.5240/FEE2-E691-79FD-3A8F-1535-F Blacksmith Scene 1893 10.5240/2AB8-4AFC-2553-80C1-9064-6 Dickson Experimental Sound Film 1894 10.5240/4EB8-26E6-47B7-0C2C-7D53-D Edison Kinetoscopic Record of a Sneeze 1894 10.5240/B1CF-7D4D-6EE3-9883-F9A7-E Rip Van Winkle 1896 10.5240/0DA5-5701-4379-AC3B-1CC2-D The Kiss 1896 10.5240/BA2A-9E43-B6B1-A6AC-4974-8 Corbett-Fitzsimmons Title Fight 1897 10.5240/CE60-6F70-BD9E-5000-20AF-U Demolishing and Building Up the Star Theatre 1901 10.5240/65B2-B45C-F31B-8BB6-7AF3-S President McKinley Inauguration Footage 1901 10.5240/C276-6C50-F95E-F5D5-8DCB-L The Great Train Robbery 1903 10.5240/7791-8534-2C23-9030-8610-5 Westinghouse Works 1904 1904 10.5240/F72F-DF8B-F0E4-C293-54EF-U A Trip Down Market Street 1906 10.5240/A2E6-ED22-1293-D668-F4AB-I Dream of a Rarebit Fiend 1906 10.5240/4D64-D9DD-7AA2-5554-1413-S San Francisco Earthquake and Fire, April 18, 1906 1906 10.5240/69AE-11AD-4663-C176-E22B-I A Corner in Wheat 1909 10.5240/5E95-74AC-CF2C-3B9C-30BC-7 Lady Helen’s Escapade 1909 10.5240/0807-6B6B-F7BA-1702-BAFC-J Princess Nicotine; or, The Smoke Fairy 1909 10.5240/C704-BD6D-0E12-719D-E093-E Jeffries-Johnson World’s Championship Boxing Contest 1910 10.5240/A8C0-4272-5D72-5611-D55A-S White Fawn’s Devotion 1910 10.5240/0132-74F5-FC39-1213-6D0D-Z Little Nemo 1911 10.5240/5A62-BCF8-51D5-64DB-1A86-H A Cure for Pokeritis 1912 10.5240/7E6A-CB37-B67E-A743-7341-L From the Manger to the Cross 1912 10.5240/5EBB-EE8A-91C0-8E48-DDA8-Q The Cry of the Children 1912 10.5240/C173-A4A7-2A2B-E702-33E8-N
    [Show full text]
  • Why Bad Teacher Is a Bad Movie and Where the Real Crisis Is: Implications for Teachers and Teacher Education
    Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Faculty Publications Department of Middle and Secondary Education 2016 Why Bad Teacher is a Bad Movie and Where the Real Crisis Is: Implications for Teachers and Teacher Education J. Patrick McGrail Jacksonville State University Ewa McGrail Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_facpub Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Recommended Citation McGrail, J. P., & McGrail, E. (2016). Why Bad Teacher is a bad movie and where the real crisis is: Implications for teachers and teacher education. In Shoffner, M. (Ed.), Teachers in fiction & film (pp. 192-202). New York, NY: Routledge. This Book Chapter is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Final Draft 10/2/15 Why Bad Teacher is a Bad Movie and Where the Real Crisis Is: Implications for Teachers and Teacher Education J. P. McGrail and Ewa McGrail In this chapter, we analyze and critique the film Bad Teacher (Miller & Kasdan, 2011). In our view, it cynically panders to the worst aspects of contemporary pessimism toward educational outcomes in the US (Beck, 2012; Thomsen, 1993; Vandermeersche, Soetaert, &; Rutten, 2013). We argue, however, that Bad Teacher is actually consonant with Hollywood’s well-known narrative memes of redemption of the fallen (Carter, 2009; Reyes & Rios, 2003).
    [Show full text]