DOCSLIB.ORG

College Writers As Literacy Tutors DISSERTATION

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
College Writers As Literacy Tutors DISSERTATION UNIVERSITY OF CALIFORNIA, IRVINE Feeling Engaged: College Writers as Literacy Tutors DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in English by Lance-David Bennett Langdon Dissertation Committee: Professor Jonathan Alexander, Chair Professor Julia Lupton Associate Professor Daniel Gross 2014 Redacted version May 21, 2018 Chapter 4 © 2013 New City Community Press All other materials © 2014 Lance-David Bennett Langdon DEDICATION To Merilee, Kennedy, and Newbie for good feeling ii TABLE OF CONTENTS PAGE LIST OF FIGURES ....................................................................................................................... iv ACKNOWLEDGMENTS .............................................................................................................. v CURRICULUM VITAE ................................................................................................................. x ABSTRACT OF THE DISSERTATION ...................................................................................... xi INTRODUCTION .......................................................................................................................... 1 CHAPTER 1: BLOGGING CRITICAL LITERACY: NOTES TOWARD ENGAGED PROGRESSIVISM ....................................................................................................................... 23 CHAPTER 2: GENRE AND EMOTIONAL ROLES IN K-16 POETRY WORKSHOPS ......... 99 CHAPTER 3: (BI)LITERACY SPONSORSHIP IN LATIN@ AFTER-SCHOOL SPACES... 161 CHAPTER 4: TEACHING POLICE DISCOURSE AT BARRIO CENTER ............................ 235 CHAPTER 5: THE EMOTIONAL LABOR OF OUTREACH ................................................. 285 CONCLUSION: “HOT” CIVIC WRITING: STRATEGIZING THE EDGE ........................... 333 WORKS CITED ......................................................................................................................... 354 APPENDIX A: FORUM PROMPT – EXPERIENCE IS THE SEED OF RESEARCH ........... 378 APPENDIX B: 4-PART REFLECTIVE BLOG (FALL 39C) ................................................... 379 APPENDIX C: POETS’ LETTER OF INTRODUCTION ........................................................ 381 APPENDIX D: K-12 LITERACY INTERVIEW ....................................................................... 382 APPENDIX E: ASYNCHRONOUS DISCUSSION BOARD (ADB) PROMPT ...................... 384 iii LIST OF FIGURES FIGURE 1. EMOTION IN ARISTOTLE AND SOCIAL PSYCHOLOGY .................................. 9 FIGURE 2: WINTER 2012 HOT POETRY RECRUITMENT FLYER. ................................... 106 FIGURE 3. ELECTRONIC EDUCATIONAL ENVIRONMENT (EEE) SCREENSHOT ....... 293 iv ACKNOWLEDGMENTS My deepest appreciation goes to my wife Merilee, without whom I would never have had the strength to survive six years of full-time graduate education. In long walks together over these years, she discussed with me every aspect of the PhD program generally and of this dissertation in particular. Her support and guidance has been essential to this project in more ways than I can say. I also thank my daughter Kennedy for the hugs and giggles, and for all the other emotional communication she directed my way. Oddly, all her yelling and squealing clarified this project at the same time that it kept its importance in perspective. And I offer thanks to my parents, whose care for Kennedy gave me the time to write, and whose common-sense questions helped to clarify what I was up to. I could not have made it to the finish line without any of them. To those who appear in this study but who cannot be named in it – the poets, tutors, and writers of Irvine, the young students from the after-school centers and public schools, and the teachers and other educators who work there – I offer my profound thanks. If others find in this manuscript richness of experience, depth of feeling, or beauty of interpersonal connection, that is largely due to the writers whom I interviewed and observed, and to the adults who welcomed me into the spaces where this writing took place. Their choice not just to gather with me in reading and writing but also to stay with me during repeated rounds of questions deepened this investigation. This study is limited by my insights but not by their generosity or their patience. Dissertation director Jonathan Alexander has my deep gratitude for his work on my behalf both before and during the dissertation process. Talk about emotional labor: Jonathan never turned down a meeting and never expressed any doubts about my ability to finish (even when I gave him ample reason to do either). As my professor for several classes before the v dissertation and my guide during it, he constantly informed my research with composition scholarship present and past. Committee member Daniel Gross’s imprint on this research is also obvious to anyone familiar with the intersection of emotions and rhetoric. I thank him for holding me to a disciplined and historical understanding of both those topics. I also appreciate his generous but pointed feedback throughout the writing process; he often pushed me to find a through-line in my argument and to take a stand when the evidence warranted it. Julia Lupton’s contribution to this research was essential, and not just because the Humanities Out There program she created made possible most of the literacy partnerships I describe. She responded with equanimity, kindness, and insight to my analysis of that program’s virtues and shortcomings. The many “greats” Julia placed in the margins of my drafts, as well as the few well placed “have you considereds?” assured me that this writing was indeed meaningful communication for an actual audience. Without that conviction the process would have been lonely and the product stilted. There are hundreds of others who contributed in one way or another, and I will do my best to thank them here, though the ecology of writing for even a single study like this is broader than I can acknowledge or even know. I thank Susan Jarratt of Comparative Literature for helping me to think through the public sphere with the help of classical rhetoric, critical theory, and contemporary composition. Also, for forgiving me for spilling red wine on her rug and sofa. To Steve Mailloux I offer thanks for introducing me to the world of rhetorical studies and for providing feedback along the way. To Brad Queen I offer thanks for modeling how to conduct oneself during the job search process and for supporting my attendance at conferences where I developed this research. I thank Steve vi Parks and Eli Goldblatt for giving me advice when I needed it and contributing scholarship when I asked for it, and for assuring me that the circle of community-engaged scholars extended beyond the walls of the conferences and campuses I knew. I also thank Lynda Haas for being my first mentor in composition and for saying yes to service-learning when it was just a crazy idea I had about teaching composition. I also thank Tira Palmquist for seconding that motion and for asking productive questions about my learning and writing outcomes for that course. Of the many brilliant professors in the UCI English Department I want first to thank Jayne Lewis for observing my class and writing endless letters of recommendation on my behalf, and Elizabeth Allen for mentoring me and challenging me in my teaching of poetry. Rodrigo Lazo I thank for doing the same, and for guiding me in forming Chicano Studies on my lists. I also thank Arlene Keizer for African American studies and critical race theory. I thank Alejandro Morales for teaching me Chicano poetry and modeling the OC international life. And Richard Godden, without whom I would never have published an article on Faulkner. To him and Michael Szalay I offer thanks for pushing me into a field I love: rhetoric and composition. Others in the English Department deserve my thanks for fulfilling duties ranging from offering job advice to finding copy codes and processing paperwork: Virginia Jackson, Kitty Roos, Jennifer Day, Robert Escalante, Malcolm Bourne, Kazumo Washizuka, Tomas Figueroa, and Christina Jung. I thank Patricia Pierson, Barry Siegel, Blake Kimsey, and Erika Hayasaki for introducing me to the wonderful world of literary journalism. To my colleagues in the fall ‘08 English cohort – Erin Sweeney, Ian Jensen, Samantha Cohen, Selamawit Terrefe, Brian Fonken, Anna Finn, Jenny Liou, and Rosanna Nunan – I extend thanks for their rivalry, wit, and critique. Of those a step ahead of us in ’07, I single out Brian Garcia and Erin Pearson for modeling grace as scholars and camaraderie as conference-goers. Ricardo Matthews, I also thank for reminding vii me that literary study can be professional and passionate without being instrumental. Also, he threw great parties and offered useful parenting advice. But of all my fellow grads I owe the deepest thanks to the Rhet-Comp Grad Collective, who made for great reading and writing partners. They are: Abraham Romney, whom I thank for advice and resources on the dissertation, for feedback on early drafts, for guidance through the job market gauntlet, and for being a great conference roommate and perpetual tech guru; Libby Catchings, my Irvine sister, to whom I give thanks for threading the composition program with me and for swapping baby tales; Elaina Taylor who set me up with a gig; and Maureen Fitzsimmons, Jens Lloyd, and Jasmine Lee, who pulled me into courses in my 4th and 5th year, tolerated my “democratic” leadership
Load more

Recommended publications
  • Argonaut #2 2019 Cover.Indd 1 1/23/20 1:18 PM the Argonaut Journal of the San Francisco Historical Society Publisher and Editor-In-Chief Charles A
    1/23/20 1:18 PM Winter 2020 Winter Volume 30 No. 2 Volume JOURNAL OF THE SAN FRANCISCO HISTORICAL SOCIETY VOL. 30 NO. 2 Argonaut #2_2019_cover.indd 1 THE ARGONAUT Journal of the San Francisco Historical Society PUBLISHER AND EDITOR-IN-CHIEF Charles A. Fracchia EDITOR Lana Costantini PHOTO AND COPY EDITOR Lorri Ungaretti GRapHIC DESIGNER Romney Lange PUBLIcatIONS COMMIttEE Hudson Bell Lee Bruno Lana Costantini Charles Fracchia John Freeman Chris O’Sullivan David Parry Ken Sproul Lorri Ungaretti BOARD OF DIREctORS John Briscoe, President Tom Owens, 1st Vice President Mike Fitzgerald, 2nd Vice President Kevin Pursglove, Secretary Jack Lapidos,Treasurer Rodger Birt Edith L. Piness, Ph.D. Mary Duffy Darlene Plumtree Nolte Noah Griffin Chris O’Sullivan Richard S. E. Johns David Parry Brent Johnson Christopher Patz Robyn Lipsky Ken Sproul Bruce M. Lubarsky Paul J. Su James Marchetti John Tregenza Talbot Moore Diana Whitehead Charles A. Fracchia, Founder & President Emeritus of SFHS EXECUTIVE DIREctOR Lana Costantini The Argonaut is published by the San Francisco Historical Society, P.O. Box 420470, San Francisco, CA 94142-0470. Changes of address should be sent to the above address. Or, for more information call us at 415.537.1105. TABLE OF CONTENTS A SECOND TUNNEL FOR THE SUNSET by Vincent Ring .....................................................................................................................................6 THE LAST BASTION OF SAN FRANCISCO’S CALIFORNIOS: The Mission Dolores Settlement, 1834–1848 by Hudson Bell .....................................................................................................................................22 A TENDERLOIN DISTRIct HISTORY The Pioneers of St. Ann’s Valley: 1847–1860 by Peter M. Field ..................................................................................................................................42 Cover photo: On October 21, 1928, the Sunset Tunnel opened for the first time.
    [Show full text]
  • DOCUMENT RESUME Immigration and Ethnic Communities
    DOCUMENT RESUME ED 413 156 RC 021 296 AUTHOR Rochin, Refugio I., Ed. TITLE Immigration and Ethnic Communities: A Focus on Latinos. INSTITUTION Michigan State Univ., East Lansing. Julian Samora Research Inst. ISBN ISBN-0-9650557-0-1 PUB DATE 1996-03-00 NOTE 139p.; Based on a conference held at the Julian Samora Research Institute (East Lansing, MI, April 28, 1995). For selected individual papers, see RC 021 297-301. PUB TYPE Books (010)-- Collected Works General (020) -- Information Analyses (070) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Demography; Elementary Secondary Education; Employment; Ethnic Bias; Hispanic Americans; *Immigrants; Immigration; *Labor Force; Mexican American Education; *Mexican Americans; Mexicans; Migrant Workers; Politics of Education; *Socioeconomic Status; Undocumented Immigrants IDENTIFIERS California; *Latinos; *Proposition 187 (California 1994); United States (Midwest) ABSTRACT For over a decade, Latino immigrants, especially those of Mexican origin, have been at the heart of the immigration debate and have borne the brunt of conservative populism. Contributing factors to the public reaction to immigrants in general and Latinos specifically include the sheer size of recent immigration, the increasing prevalence of Latinos in the work force, and the geographic concentration of Latinos in certain areas of the country. Based on a conference held at the Julian Samora Institute(Michigan) in April 1995, this book is organized around two main themes. The first discusses patterns of immigration and describes several immigrant communities in the United States; the second looks in depth at immigration issues, including economic impacts, employment, and provision of education and other services to immigrants. Papers and commentaries are: (1) "Introductory Statement" (Steven J.
    [Show full text]
  • SAN DIEGO COUNTY NATIVE PLANTS in the 1830S
    SAN DIEGO COUNTY NATIVE PLANTS IN THE 1830s The Collections of Thomas Coulter, Thomas Nuttall, and H.M.S. Sulphur with George Barclay and Richard Hinds James Lightner San Diego Flora San Diego, California 2013 SAN DIEGO COUNTY NATIVE PLANTS IN THE 1830s Preface The Collections of Thomas Coulter, Thomas Nuttall, and Our knowledge of the natural environment of the San Diego region H.M.S. Sulphur with George Barclay and Richard Hinds in the first half of the 19th century is understandably vague. Referenc- es in historical sources are limited and anecdotal. As prosperity peaked Copyright © 2013 James Lightner around 1830, probably no more than 200 inhabitants in the region could read and write. At most one or two were trained in natural sciences or All rights reserved medicine. The best insights we have into the landscape come from nar- No part of this document may be reproduced or transmitted in any form ratives of travelers and the periodic reports of the missions’ lands. They without permission in writing from the publisher. provide some idea of the extent of agriculture and the general vegeta- tion covering surrounding land. ISBN: 978-0-9749981-4-5 The stories of the visits of United Kingdom naturalists who came in Library of Congress Control Number: 2013907489 the 1830s illuminate the subject. They were educated men who came to the territory intentionally to examine the flora. They took notes and col- Cover photograph: lected specimens as botanists do today. Reviewing their contributions Matilija Poppy (Romneya trichocalyx), Barrett Lake, San Diego County now, we can imagine what they saw as they discovered plants we know.
    [Show full text]
  • Contesting the Nation, 1900–1965
    Contesting the Nation, 1900–1965 Fath Davis Ruffins In 1903, when the African American scholar and activist W. E. B. Du Bois wrote that “the problem of the Twentieth Century is the problem of the color-line,” he was in the middle of a very long life.1 Du Bois was born in 1868, the same year that the Fourteenth Amendment to the U.S. Constitution was passed2 (Figure 1). He spent his childhood in a society reeling from the Civil War. After the war he lived through deeply oppressive years when the nation became segregated by law and by custom. Violence against people of color rose to new heights of brutality. He also witnessed some of the bittersweet triumphs of the modern civil rights movement.3 Du Bois died in Ghana, West Africa on 28 August 1963, the same day as the historic March on Washington, and his passing was announced from the podium. His prediction about the color line turned out to be completely correct. In 1900, most native-born white Americans believed that an Anglo-Protes- tant white supremacist racial hierarchy was crucial for national stability and iden- tity, and that all immigrants should assimilate as soon as possible. These views restricted all people of color to limited social, economic, and educational spheres. The related political movement meant to protect the interests of native-born or long-established inhabitants against those of immigrants was called “nativism,” and nativist elected officials developed new laws to restrict the number of immi- grants from certain parts of the world. Yet by the end of Du Bois’s lifetime, enough 137 Figure 1.
    [Show full text]
  • The Mexican American War and Its Effects
    1 The Mexican-American War and its Effects Justin GaVette History 499 Senior Thesis Primary Reader: Professor Rector Secondary Reader: Professor Jensen May 16, 2005 2 During the 19th century the United States acquired a huge portion of land through the Mexican-American War (1846-1848). President James Polk wished to acquire California by peaceful means, so he sent American envoy John Slidell to Mexico in 1845 to negotiate the sale of Texas, New Mexico, and California for no more than $25 million. This mission failed, so Polk sent General Zachary Taylor across the Rio Grande.1 Mexico saw the crossing of the Nueces River by Taylor’s troops as an act of war so Mexican troops were ordered to cross the Rio Grande. President Polk saw this as aggression towards the US and he declared war on Mexico on May 13, 1846 with the vote of 173-14 in Congress and 42-2 in the Senate both in favor of the war,2 thus starting the Mexican-American War.3 The war was waged for two years and the Americans did not cease hostilities until Mexico ratified the Treaty of Guadalupe Hidalgo under US terms. The treaty was signed on February 2, 1848 and the US Senate amended then ratified it 4 by a vote of 38-14. 1 Jesse S. Reeves, “The Treaty of Guadalupe-Hidalgo,” The American Historical Review 10, no. 2 (1905): 311. 2 Maria del Rosario Rodríguez Díaz, Mexicos Vision of Manifest Destiny During the 1847 War,” Journal of Popular Culture 35, no. 2 (Fall 2001): 44.
    [Show full text]
  • California History Online | the Physical Setting
    Chapter 1: The Physical Setting Regions and Landforms: Let's take a trip The land surface of California covers almost 100 million acres. It's the third largest of the states; only Alaska and Texas are larger. Within this vast area are a greater range of landforms, a greater variety of habitats, and more species of plants and animals than in any area of comparable size in all of North America. California Coast The coastline of California stretches for 1,264 miles from the Oregon border in the north to Mexico in the south. Some of the most breathtaking scenery in all of California lies along the Pacific coast. More than half of California's people reside in the coastal region. Most live in major cities that grew up around harbors at San Francisco Bay, San Diego Bay and the Los Angeles Basin. San Francisco Bay San Francisco Bay, one of the finest natural harbors in the world, covers some 450 square miles. It is two hundred feet deep at some points, but about two-thirds is less than twelve feet deep. The bay region, the only real break in the coastal mountains, is the ancestral homeland of the Ohlone and Coast Miwok Indians. It became the gateway for newcomers heading to the state's interior in the nineteenth and twentieth centuries. Tourism today is San Francisco's leading industry. San Diego Bay A variety of Yuman-speaking people have lived for thousands of years around the shores of San Diego Bay. European settlement began in 1769 with the arrival of the first Spanish missionaries.
    [Show full text]
  • Los Días Pasados
    Kropp_Text.qxd 11/9/05 11:25 AM Page 19 chapter 1 Los Días Pasados Tales from Nineteenth-Century California The genesis of Anglo fascination with the Spanish pasts of Southern California arguably was the publication of Ramona in 1884. Helen Hunt Jackson’s melodramatic romance about an Indian Cinderella painted the region’s past as a sublime historical narrative—tragic, breathtaking, luxurious, and intimate. Readers were enthralled. Ramona became the most famous fiction work about Southern Califor- nia and a national bestseller, inspiring countless fans to visit the book’s picturesque setting. In the 1880s and 1890s California tourists carried their copies of Ramona along with their Baedeker travel guides. With the New Englander Jackson as a guide, wealthy easterners spent many a winter tramping up and down the landscape looking for the sites and characters of the story.1 With the onslaught of these Ramona seekers, the transformation of Southern California’s memory began. The romance-starved Americans from the East set about resurrecting the forgotten past and refashioning Southern California’s history and land- scape. Or so goes the conventional wisdom.2 However potent, Ramona was neither the first attempt to romanti- cize Southern California nor the last word on the region. Anglos did not have the first claim on an idyllic vision of the Spanish past, nor was this past an abandoned idea they suddenly rediscovered. In fact, Jackson herself relied upon earlier retellings by Californios, whose own ideal- ized construction of los días pasados, bygone days, was an altered inter- pretation of the past.3 These Spanish speakers’ nostalgia for pregringo 19 Kropp_Text.qxd 11/9/05 11:25 AM Page 20 20 Locating the Past times was itself a response to witnessing their own decline and dispos- session since the loss of the Mexican-American War, with Anglos treat- ing their presence and past on the land largely as obstacles to onrushing progress.
    [Show full text]
  • Afro-Latinas in the United States
    Bomba and Chicken: Afro-Latinas in the United States Pat Mitchell-Keita-Doe Tilden Middle School Overview and Narrative Pa. Common Core Standards Lesson Plans End Notes Annotated Bibliography Overview and Narrative “It is estimated that between 10 percent and 80 percent of Latinos who hail from countries like Cuba, the Dominican Republic, Colombia, Panama, Venezuela, Belize, and the United States Territory of Puerto Rico have African Ancestry”.. Alan Hughes and Milca Esdaille, The Afro-Latin@ Reader DENIAL “In 2001, a Black Argentine Woman attempted to board a plane to Panama when immigration officials denied her boarding because they did not believe her passport was real. These officers, her own countrymen, told her that her passport couldn’t be hers because she is Black.They, like many other Argentinians believed that “No hay negros en Argentina”. (There are no blacks in Argentina) (1) When I chose this topic, I had no idea that so little has been written about a very large group of women who hail from a multitude of Spanish and Portugese speaking countries and yet, it’s almost as if they don’t exist. One woman said to me that she feels as if she and other women who look like her are being erased, ignored and certainly hidden. My own daughters, whose grandfather is from Cape Verde, have just recently begun to identify as Afro Latinas. For them, it is a statement of solidarity, of recognizing a kinship with their sisters in Brazil and Cape Verde. I also thought of one of my students, a chocolate brown beauty who became visibly uncomfortable when I complimented her on her beautiful name.
    [Show full text]
  • How California Was Won: Race, Citizenship, and the Colonial Roots of California, 1846 – 1879
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2019 How California Was Won: Race, Citizenship, And The Colonial Roots Of California, 1846 – 1879 Camille Alexandrite Suárez University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the History Commons Recommended Citation Suárez, Camille Alexandrite, "How California Was Won: Race, Citizenship, And The Colonial Roots Of California, 1846 – 1879" (2019). Publicly Accessible Penn Dissertations. 3491. https://repository.upenn.edu/edissertations/3491 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3491 For more information, please contact [email protected]. How California Was Won: Race, Citizenship, And The Colonial Roots Of California, 1846 – 1879 Abstract The construction of California as an American state was a colonial project premised upon Indigenous removal, state-supported land dispossession, the perpetuation of unfree labor systems and legal, race- based discrimination alongside successful Anglo-American settlement. This dissertation, entitled “How the West was Won: Race, Citizenship, and the Colonial Roots of California, 1849 - 1879” argues that the incorporation of California and its diverse peoples into the U.S. depended on processes of colonization that produced and justified an adaptable acialr hierarchy that protected white privilege and supported a racially-exclusive conception of citizenship. In the first section, I trace how the California Constitution and federal and state legislation violated the Treaty of Guadalupe Hidalgo. This legal system empowered Anglo-American migrants seeking territorial, political, and economic control of the region by allowing for the dispossession of Californio and Indigenous communities and legal discrimination against Californio, Indigenous, Black, and Chinese persons.
    [Show full text]
  • The Chicanos: As We See Ourselves
    The Chicanos: As We See Ourselves Item Type book; text Publisher University of Arizona Press (Tucson, AZ) Rights Copyright © 1979 by The Arizona Board of Regents. The text of this book is licensed under a Creative Commons Attribution- NonCommercial-NoDerivatives 4.0 International License (CC BY- NC-ND 4.0), https://creativecommons.org/licenses/by-nc-nd/4.0/. Download date 04/10/2021 03:12:25 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10150/632291 As We See Ourselves As~ See Ourselves Arnulfo D. Trejo, editor Fausto Avendano Sylvia Alicia Gonzales Roberto R. Bacalski-Marttnez Manuel H. Guerra David Ballesteros Guillermo Lux Jose Antonio Burciaga Martha A. Ramos Rudolph 0. de la Garza Reyes Ramos Ester Gallegos y Chavez Carlos G. Velez-I. Maurilio E. Vigil The University of Arizona Press Tucson & London About the Editor . ARNULFO D. TREJO, professor of library science at the University of Arizona, is author of Diccionario etimológico latinoamericano del léxico de la delincuencia and Bibliografía Chicana: A Guide to Information Sources. He has also edited Quién es Quién: a Who’s Who of Spanish Heritage Librarians in the United States. He received an M.A. in Spanish languge and literature from the Universidad de las Américas, Mexico; an M.A. in Library Science from Kent State University, and a Ph.D. from the Universidad Nacional Autónoma de México, Mexico. He was born in Durango, Mexico, in 1922, and grew up in Tucson, Arizona. He has published articles in both English and Spanish in various professional journals.
    [Show full text]
  • 16.2 the Californios
    The prosperity and pride of the Cali• fornios is evident in this painting of a Spanish landowner with his workers. 16.2 The Californios If Lewis and Clark had turned south from Oregon after reaching the Pacific, they would have found Spain's best-kept secret: a sun-drenched land called California. The California Missions In 1769, a Spanish missionary named Junipero Serra (who-NEE-peh-ro SEHR-ra) led soldiers and priests north from Mexico to California. Serra's goal was to convert the California Indians to Christianity. To do this, he established a chain of missions that eventually stretched from San Diego to just north of San Francisco. Each mission controlled a huge area of land, as well as the Indians who worked it. Although the missionaries meant well, the missions were deadly to native Californians. Indians were sometimes treated harshly, and thousands died of diseases brought to California by the newcomers. Settlers followed the missionaries to California. "We were the pio• neers of the Pacific coast," wrote Guadalupe Vallejo, "building pueblos [towns] and missions while George Washington was carrying on the war of the Revolution." To reward soldiers and attract settlers, the Spanish began the practice of making large grants of land. When Mexico won its independence in 1821, California came under Mexican rule. In 1833, the Mexican government closed the missions. Half of the mission land was supposed to go to Indians. Mexico, however, established its own system of land grants in the Southwest and gave most of California's mission lands to soldiers and settlers.
    [Show full text]
  • Cultural Nationalism and Racial Formation in Puerto Rican Chicago, 1946-1994
    BETWEEN TWO FLAGS: CULTURAL NATIONALISM AND RACIAL FORMATION IN PUERTO RICAN CHICAGO, 1946-1994 BY MICHAEL J. STAUDENMAIER DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History in the Graduate College of the University of Illinois at Urbana-Champaign, 2016 Urbana, Illinois Doctoral Committee: Professor David R. Roediger, Chair Professor Adrian Burgos, Jr., Co-Chair Professor Antoinette Burton Professor Jerry Dávila Professor Kevin Mumford Abstract This dissertation traces the history of Chicago’s Puerto Rican community between 1946 and 1994, a period of sustained growth and repeated transformations. Throughout this period, cultural nationalism proved itself a valuable tool to mobilize support for multiple and competing political projects, including both those that supported and those that rejected independence for the island of Puerto Rico. As such, I argue, cultural nationalism played a key role in shaping the racial formation of the local community and, eventually, the emergence of “Latina/o” as a novel racial category on a broader scale. Drawing on a wide range of archival sources, including newspapers, government documents, ethnographic field notes, and polemical writings produced within social movements, Between Two Flags sheds new light on the history of attempts by forces within Chicago’s Puerto Rican community to define its identity in the face of external pressures. The first two chapters investigate three early efforts to deploy cultural nationalism on a local scale, all of which promoted (in different ways) the eventual assimilation of Puerto Ricans into whiteness. Chapters three and four examine the collapse of these early models, first by excavating in detail the pivotal three-day Division Street Riots of 1966, and then by looking at the gendered experience of poverty in the community.
    [Show full text]