Legacies of Justice and Injustice
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Chicano Movement PPD 177 and CHC/LAT 166 Humanities Gateway 1800 Spring 2018 Thursday 7-9:50Pm
Chicano Movement PPD 177 and CHC/LAT 166 Humanities Gateway 1800 Spring 2018 Thursday 7-9:50pm Instructor: Rodolfo D. Torres Email: [email protected] Office Hours: 4-5pm Thursday and by appointment. TA: Ashley Hernandez Office Hours: Monday 12-1:00pm & Thursday 5:30-6:30pm Office Location: Social Ecology I, Rm. 320 *Please email all questions to TA "I'm a pessimist because of intelligence, but an optimist because of will." Antonio Gramsci--Prison Notebooks Students Demand School Reforms at LAUSD Board Meeting:1968 COURSE DESCRIPTION: (syllabus is subject to change) It was exactly fifty years ago last month when thousands of East Los Angeles Chicano and Chicana students walked out of their high schools to protest the poor quality of education. Your instructor, had just dropped out of Lincoln High School in 1967. One of the schools that participated in the Walkouts. A unique aspect of this course is that it will be taught by a veteran of the Chicano movement. Thus. your instructor’s personal life is a narrative of El Movimiento, thus this course will offer a unique personal, political, and intellectual perspective and critique of the Movement and the wider civil rights movement of Torres’ generation. Your instructor feels both honored and humbled to have an opportunity to teach this course for the 18th time since his UC Irvine faculty appointment. This feeling is especially meaningful on this 50th anniversary of the East LA blow-outs. In two years we will be commemorating another historic moment in recent movement history—the Chicano Moratorium of August 29th 1970---the anti-war demonstration that took place in East Los Angeles. -
Justice and Injustice in Three Mexican-American Playwrights
MAN'S INHUMANITY TO MAN: JUSTICE AND INJUSTICE IN THREE MEXICAN-AMERICAN PLAYWRIGHTS by JOSHUA AL MORA, B.A., M.A. A DISSERTATION IN • SPANISH Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Accepted Dean of the Graduate School December, 1994 ACKNOWLEDGEMENTS I would like to take this time to thank the members of my dissertation committee: Dr. Janet Perez, Dr. Harley Oberhelman, Dr. Wendell Aycock and Dr. Roberto Bravo. A special thanks goes out to Dr. P6rez who worked very closely with me and spent many hours reading and editing my dissertation. A special note of thanks goes out to all of my committee members for their belief in me and their inspiration during what have been the most difficult times of my life. Thank you for offering your help and for all you did. A special thank you also to the Department of Classical and Modern Languages at Texas Tech University and the faculty and staff for all of your support and encouragement. Esta obra va dedicada a mi padre, que en paz descanse, y a mi madre quienes con mucha paciencia esperaron que yo terminara. Gracias a su fe y sus oraciones se cumplib esta obra. 11 TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT iv I. INTRODUCTION 1 II. THE ROOTS OF CHICANO AND OTHER TERMS 40 III. THE WAR IN THE FIELDS 72 IV. THE STRUGGLE TO ENTER THE UNITED STATES 113 V. IN SEARCH OF RESPECT IN THE SCHOOLS 148 VI. -
Los Veteranos—Latinos in WWII
Los Veteranos—Latinos in WWII Over 500,000 Latinos (including 350,000 Mexican Americans and 53,000 Puerto Ricans) served in WWII. Exact numbers are difficult because, with the exception of the 65th Infantry Regiment from Puerto Rico, Latinos were not segregated into separate units, as African Americans were. When war was declared on December 8, 1941, thousands of Latinos were among those that rushed to enlist. Latinos served with distinction throughout Europe, in the Pacific Theater, North Africa, the Aleutians and the Mediterranean. Among other honors earned, thirteen Medals of Honor were awarded to Latinos for service during WWII. In the Pacific Theater, the 158th Regimental Combat Team, of which a large percentage was Latino and Native American, fought in New Guinea and the Philippines. They so impressed General MacArthur that he called them “the greatest fighting combat team ever deployed in battle.” Latino soldiers were of particular aid in the defense of the Philippines. Their fluency in Spanish was invaluable when serving with Spanish speaking Filipinos. These same soldiers were part of the infamous “Bataan Death March.” On Saipan, Marine PFC Guy Gabaldon, a Mexican-American from East Los Angeles who had learned Japanese in his ethnically diverse neighborhood, captured 1,500 Japanese soldiers, earning him the nickname, the “Pied Piper of Saipan.” In the European Theater, Latino soldiers from the 36th Infantry Division from Texas were among the first soldiers to land on Italian soil and suffered heavy casualties crossing the Rapido River at Cassino. The 88th Infantry Division (with draftees from Southwestern states) was ranked in the top 10 for combat effectiveness. -
San Diego County Board of Education Paulette Donnellon • Guadalupe González • Alicia Muñoz • Mark Powell • Rick Shea
San Diego County Board of Education Paulette Donnellon • Guadalupe González • Alicia Muñoz • Mark Powell • Rick Shea Dr. Paul Gothold San Diego County Superintendent of Schools Tracy E. Thompson, Executive Director Juvenile Court and Community Schools 6401 Linda Vista Road, San Diego, CA 92111 | www.sdcoe.net | 858-292-3500 ©2020 SDCOE Please note that there may be grammatical errors,etc., but since this is narrative writing, we chose not to edit them in order to retain an authentic student voice. The Storytellers | 1 What What a strong, independent, resilient women Victoria J. (Urban Camp GRF) Momma Bear Momma bear protects baby from lion Victoria J. (Urban Camp GRF) Gymnastics is Life Sam loved and lived for gymnastics Victoria J. (Urban Camp GRF) Care Mama bear will protect her cub Ruby B. (Urban Camp GRF) Be Be fair, be strong, be independent Ruby B. (Urban Camp GRF) Bored Emily is jumping because she’s bored Nicole C. (Urban Camp GRF) Grizzly Bears Big and brown, splinters, and hospitalized La’Ney M. (Urban Camp GRF) Excitement It’s the weekend, sunny day, excitement La’Ney M. (Urban Camp GRF) The Notorious RBG Notorious RBG was an incredible judge Dianna J. (Urban Camp GRF) Big Bears Baby bear and mama bear are relaxing Dianna J. (Urban Camp GRF) 2 | The Storytellers Almost Flying Joselin, jumping of joy almost flying Cassandra O. (Urban Camp GRF) Jump Jasmine jumped up to the sky! Alissa C. (Urban Camp GRF) Single Mother Dad left mom stayed later died Aaliyah P. (Urban Camp GRF) Rest Easy Strong-willed determined fighter rest easy Aaliyah P. -
827-2931 [email protected] EDUCATION JD, Stanford
Alfredo Mirandé Office (951) 827-2931 [email protected] EDUCATION JD, Stanford University Ph.D., Sociology, University of Nebraska B.A., Social Science, Illinois State University PROFESSIONAL EXPERIENCE Professor of Sociology and Ethnic Studies, University of California, Riverside Chair, Ethnic Studies, UCR, 2002-2009 Chair, Ethnic Studies, UCR, 1988-1991 Chair, Chicano Studies, UCR, 1978-2004 Professor of Law, Texas Tech University, 1999-2000 Rockefeller Foundation Research Fellowship for Minority Group Scholars, Sociology and Stanford Center for Chicano Research, 1985-86 National Research Council Postdoctoral Fellow, Ethnic Studies, UC Berkeley, 1984-85 PRINCIPAL SUBJECTS Theories in Chicano(a)/Latino (a)Studies Race and Law Gender and Masculinity Transnational Community & Identity PUBLIC/PROFESSIONAL SERVICE Raza Faculty, Staff, and Student Assembly Concilio for Educational Excellence University of California Chicano/Latino Consortium Latino Issues Forum Casa Blanca Home of Neighborly Service, Board of Directors (Past President) National Research Council, Postdoctoral Fellowship Committee Society for the Study of Social Problems, Past Member, Board of Directors National Association for Chicano Studies, Steering Committee Latino Critical Race Theory Association Rebellious Lawyer Institute LAW EXPERIENCE Member CA Bar. Largely Pro Bono Private Practice Summer Clerk, Honorable Fern M. Smith, U.S. District Court, San Francisco (1992) 1 Summer Associate, Erickson, Beasley, Hewitt, & Wilson (1993) Associate Editor, Stanford Law Review (1992-93). Community Law Practice in East Palo Alto, Clinical Placement, Education (1992) East Palo Alto Community Law Project, Domestic Violence Clinic (1991- 92) Extern, Central American Refugee Center (CARECEN) (1993) San Francisco Day Laborer Program (1994) Law Clerk, Immigration Clinic, Immigrant Legal Resource Center (ILRC) (1994) BOOKS Behind the Mask: Gender Hybridity in a Zapotec Community, University of Arizona Press, Winter 2017. -
Aspiring to the Impracticable: Alternatives to Incarceration in the Era of Mass Incarceration
(DO NOT DELETE) 5/19/2009 7:16:47 PM ASPIRING TO THE IMPRACTICABLE: ALTERNATIVES TO INCARCERATION IN THE ERA OF MASS INCARCERATION MARSHA WEISSMAN In 1976, a remarkable handbook for reducing the reliance on incarceration was produced by a group of ordinary citizens known as the Prison Research Education Action Project (PREAP). Instead of Prisons1 was written to call attention to the overuse of incarceration at a time when the United States prison population was about 250,000.2 The handbook recommended the development and use of alternatives-to-incarceration (ATI) programs as a means to “excarcerate,” defined by the authors as “[p]rograms or procedures that move away from the notion of imprisonment as a response to lawbreaking.”3 ATI programs were viewed as embedded within communities and as options that offered prospects for reconciliation and community empowerment, in addition to alternative ways to achieve accountability. PREAP’s analysis of crime and punishment, including both ATI and decarceration strategies, was set within the larger contexts of poverty, inequality, and racism. More than thirty years later, most jurisdictions around the country now offer ATI programs. Yet many present day ATI programs have been divorced from considerations of the socio-political and economic context of crime and punishment and stripped of the holistic framework explained in 1976. ATI programs have instead become part of a technocratic criminal justice system, characterized by punishment, increasing control over social Marsha Weissman, M.P.A. is the founder and Executive Director of the Center for Community Alternatives. Ms. Weissman holds a Master’s Degree in Public Administration from the Maxwell School of Citizenship, Syracuse University, where she has taught courses. -
Brown Youth, Black Fashion and a White Riot by Margarita Aragon
Brown Youth, Black Fashion and a White Riot By Margarita Aragon Table of Contents Preface: The Zoot Suit Riots………………………………………………………...2 I. Introduction: Made in America…………………………………………………..3 II. Sources……………….……………………………………………………………4 III. Background………………………………………………………………………7 IV. “Terrific as the Pacific, Frantic as the Atlantic”: From hipsters to pachucos, the zoot-suit from coast to coast…………………………………….....12 V. Zoot Suits and Service Stripes…………………………………………………21 VI. The Riots…………………………………………………………….…………27 VIII. Conclusion: Dismantling the Machine………………………….………….34 References………………………………………………………………...………..37 Brown Youth, Black Fashion, and a White Riot Preface: The Zoot Suit Riots In the 1940’s a large generation of Mexican American1 youth were coming of age in Los Angeles. Born and raised in the segregated, working class outskirts of urban America, they were captivated by black jazz culture and a number of them, who became known as pachucos, adopted the extravagant zoot-suit style. Importantly, unlike their parents, this generation was not content to adhere to the city’s strict racial barriers. To dominant white Los Angeles, unaccustomed to seeing Mexicans –much less Mexicans deliberately dressed to stand-out - in downtown shopping and entertainment districts, pachuco came to mean a Mexican delinquent. The pair of words rapidly became correlated to redundancy. In a self-generating spiral of escalation, the repressive policing of Mexican Americans provided the media fodder for stories about zoot suit crime, which they printed in an exaggerated and salacious manner. The crime wave stories ironically convinced that the public that the police were not in control, thus generating pressure for even heavier handed policing tactics. The hysteria peaked when a young Mexican national was found dead in August at a reservoir the press labelled the Sleepy Lagoon. -
Sample Pages
Table of Contents Preface . .vii How to Use This Book . .xi Research Topics for Defining Moments: The Zoot Suit Riots . .xiii NARRATIVE OVERVIEW Prologue . .3 Chapter One:Caught in the Currents of Empire and Conquest . .7 Chapter Two: Rising Tensions in California . .25 Chapter Three: A City on Edge . .43 Chapter Four: The Trial of the 38th Street Boys . .59 Chapter Five: The Zoot Suit Riots . .75 Chapter Six: Release from Prison . .91 Chapter Seven: Legacy of the Zoot Suit Riots . .107 BIOGRAPHIES Fletcher Bowron (1887-1968) . .125 Mayor of Los Angeles during the Sleepy Lagoon Trial and Zoot Suit Riots José Díaz (1919-1942) . .128 Mexican Farm Worker Whose Murder Resulted in the Sleepy Lagoon Trial Charles William Fricke (1882-1958) . .131 Judge Who Presided over the 1943 Sleepy Lagoon Murder Trial Alice Greenfield (1917-2009) . .134 Civil Rights Activist and Member of the Sleepy Lagoon Defense Committee v Defining Moments: The Zoot Suit Riots Henry “Hank” Leyvas (1923-1971) . .137 Mexican-American Defendant in the Sleepy Lagoon Murder Trial Carey McWilliams (1905-1980) . .141 American Journalist and Attorney Who Headed the Sleepy Lagoon Defense Committee Edward Roybal (1916-2005) . .145 First Hispanic-American Member of the Los Angeles City Council and Longtime U.S. Representative George Shibley (1910-1989) . .148 Defense Attorney in the Sleepy Lagoon Murder Trial PRIMARY SOURCES Anglo Squatters Swarm Mexican-Owned Haciendas in California . .153 Examples of Anti-Mexican Discrimination in 1930s America . .156 Depression-Era Los Angeles Targets Mexicans for Repatriation . .161 A Los Angeles Police Officer Issues a Racist Report on the Mexican “Element” . -
School Desegregation, Student Activism, and Busing in Los Angeles, 1963 - 1982
Fragmented Diversity: School Desegregation, Student Activism, and Busing in Los Angeles, 1963 - 1982 by Herbert R. Sosa A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in The University of Michigan 2013 Doctoral Committee: Professor Terrence J. McDonald, Chair Professor Jeffrey E. Mirel Associate Professor Matthew D. Lassiter Associate Professor Michele Mitchell © Herbert R. Sosa 2011 Dedicated to mi abuelita Rosa Torres, Reverend William Miles, Carlos, Minerva, and Cynthia ii Acknowledgements I am grateful to many individuals and institutions that have supported me during my pursuit of a PhD in history and the completion of this dissertation. I would like to thank my dissertation chair Terrence McDonald and my dissertation committee members Jeffrey Mirel, Matthew Lassiter, and Michele Mitchell for their constant kindness and support. I especially want to thank Terrence McDonald for his enduring guidance, encouragement, and patience that helped me navigate through different stages of the PhD program. At the University of Michigan, I have been fortunate to meet several professors whose positive influence gave me the wherewithal to complete my degree. They include: Kathleen Canning, Gina Morantz-Sanchez, Geoff Eley, Penny Von Eschen, Kevin Gaines, Sueann Caulfield, Matthew Countryman, Carroll Smith-Rosenberg (and Alvia), Ginang Weller, Sarita See, Chun-shu Chang, and Sonya Rose. I express my gratitude to the entire award-winning History Department staff at the University of Michigan, specially Lorna Altstetter, Sheila Coley, Kathleen King, and Diana Denney, and the School of Literature, Sciences, and Arts Dean’s Office staff, particularly Sue Marsh and Kayla Niemann. -
George I. Sanchez and the Civil Rights Movement: 1940-1960
George I. Sanchez and the Civil Rights Movement: 1940-1960 Ricardo Romo* This article is a tribute to Dr. George I. Sanchez and examines the important contributions he made in establishing the American Council of Spanish-Speaking People (ACSSP) in 1951. The ACSSP funded dozens of civil rights cases in the Southwest during the early 1950's and repre- sented the first large-scale effort by Mexican Americans to establish a national civil rights organization. As such, ACSSP was a precursor of the Mexican American Legal Defense and Educational Fund (MALDEF) and other organizations concerned with protecting the legal rights of Mexican Americans in the Southwest. The period covered here extends from 1940 to 1960, two crucial decades when Mexican Ameri- cans made a concerted effort to challenge segregation in public schools, discrimination in housing and employment, and the denial of equal ac- cess to public places such as theaters, restaurants, and barber shops. Although Mexican Americans are still confronted today by de facto seg- regation and job discrimination, it is of historical and legal interest that Mexican American legal victories, in areas such as school desegregation, predated by many years the 1954 Supreme Court decision in Brown v. Board of Education and the civil rights movement of the 1960's. Sanchez' pioneering leadership and the activities of ACSSP merit exami- nation if we are to fully comprehend the historical struggle of the Mexi- can American civil rights movement. In a recent article, Karen O'Conner and Lee Epstein traced the ori- gins of MALDEF to the 1960's civil rights era.' The authors argued that "Chicanos early on recongized their inability to seek rights through traditional political avenues and thus sporadically resorted to litigation .. -
Racial Justice Through Class Solidarity Within Communities of Color
The Community-Building Project: Racial Justice Through Class Solidarity Within Communities of Color Joseph Erasto Jaramillot INTRODUCTION As people of color continue to face racial and socioeconomic subordination in this country, one wonders when, if ever, the "elusive quest for racial justice"' will end. Intellectuals dedicated to the pursuit of racial justice have focused their work on unmasking the operation of racism and white privilege and recognizing the perspectives of the oppressed. One central insight of this approach is the need to take race into account when analyzing the application of supposedly "race neutral" but so often racially discriminatory criteria. This strategy provides a theoretical basis for transforming society's view of racism and race relations. However, until the dominant culture becomes genuinely receptive to these ideas, communities of color will continue to suffer.2 Indeed, current political discourse adds fuel Copyright 0 1996 by Joseph Jaramillo. t Joseph Erasto Jaramillo received his J.D. from the University of California, Berkeley School of Law (Boalt Hall), and his B.A. from the University of California at Davis. He is currently a staff attorney at the Mexican American Legal Defense and Educational Fund (MALDEF) in San Francisco. He completed this Comment before he joined MALDEF. He would like to thank Professor Jerome McCristal Culp, Jr., of Duke University School of Law for his insight, former La Raza Law Journal Co- Editor-in-Chief Robert Salinas for his assistance and support, and Susana Martinez and Robby Mockler for their helpful editing and feedback. This Comment is dedicated to the committed gente of La Raza Law Students Association at Boalt Hall and all other schools, who give true meaning to the word "community." 1. -
Lead Summit Viiithursday
THURSDAY2017 LEAD Summit, LEAD SUMMIT VIII MARCH 30, 2017 “SIN FR NTERAS - Educating Bey nd Borders” leadsummit.csusb.edu 2017 LEAD Summit Welcome! ¡BIENVENIDOS! 2017 LEAD Summit Dear Friends and Colleagues, Welcome! ¡BIENVENIDOS! ..............................................................................1 Welcome to our eighth annual Latino Education and Advocacy Days Summit, and LEAD Week 2017. Our inaugural Latino Education and Advocacy Day at Cal State San Bernardino was a historical success in bringing needed atten- Honorary Chairs, 2010-2017 .........................................................................4 tion and discussion to critical issues in Latino education. As a direct result, the State of California had declared the last week of March as a statewide Week of Advocacy for Latino Education (Assembly Concurrent Resolution 137); and then reified (Assembly Concurrent Resolution 109). Featured Speakers ......................................................................................12 Our LEAD network promotes “Working Together” – allowing par- ticipants to connect with each other and relevant leaders such as Schedule .......................................................................................................15 yourselves, to address how we can improve educational access, learning outcomes, offerings, and resources for our communi- Program ........................................................................................................16 ties, both here and abroad. “Netroots” is one way to describe