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The history of chicano culture
The history of chicano culture
The history of chicano culture
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Everyone needs something that identifies them, a space where they can truly be themselves without peering eyes and judgement. The idea of Chicano and the community behind is no exception. To have a personal space where community of similar opinions are included are part of their space. History has seen its prejudice against Mexican Americans, through its unequal treatment and demeaning of cultural ideas. Authors and writers, such as Gloria Anzaldua, Rosa Linda Fregoso, and W.E.B. Du Bois attempt to shed light and represent the Latino community that has gone through historical oppression and struggle. To define “Chicano” is impossible, the root idea of it extends far and beyond words and illustrations, as it builds independently inside one’s …show more content…
There is no right way to explain to another person what being “Chicano” means or refers to. Chicano is not limited to race, color or a group of people. Everything happens consciously but can be represented in physical ways through movements and actions. Historically, being Chicano has been tied to negative connotations which is why this whole movement has been happening for generations. “Culturally, the word Chicano, in the past pejorative and class bound identity, has now become the root idea of a new cultural identity” (Chicano Coordinating Council 1). To be able to call oneself “Chicano”, the root idea must be represented and understood properly. The root is being able to envision yourself having the power and responsibility to create communities. Communities that are self-supporting and built upon similar ideologies and goals set by themselves. This idea of a community is ever-changing in its own right and is never a fixed perception, just as how Chicano has no concrete definition. The main goals of the term Chicano and the community around it is to bring self-determination and awareness to everything that is represented. This is achieved through the practicing of acting and reflecting on the ideas. “…to invert the stigma attached to being a Brown people living in United States and transform that racial heritage into a legacy of pride” (Menchaca 20). Being able to be prideful and conscious …show more content…
The third space allows for Mexican Americans in accomplishing what was been wished for, a possible ending to racism and inequality ideals that were held against them. “…collective consciousness is the beginning of a long struggle, but one that could, in our best hopes, bring us to the end of rape, of violence, of war” (Anzaldua 80). The third space separates itself into several steps, which one must recognize and understand it they were to acknowledge and be involved in the presence of the space. The steps are all characteristics, the first being, taking inventory of the space; to process and go through the history of their struggles. A struggle being the contradiction of double aims, “…doubtful striving has often made his very strength to lose effectiveness, to seem like absence of power, like weakness” (Du Bois 3). To take in account of everything, then can the next step be known. To break a layer of hatred and negativity that has been built up against their culture and foundation of their lives. “A conscious rupture with all oppressive traditions of all cultures and religions” (Anzaldua 82). To represent properly their heritage and what it means to be Chicano with self-pride and determination is a step closer. Lastly, the people involved and the community must act upon the whole process that is actively being created and
Cinco de Mayo is usually confused with Mexican Independence day but that day is when Mexico fought French invaders. During 1910, Mexico revolted against its repressive rulers and adapted its new constitution. They came up with the term for those who were told in Mexico they weren’t Mexican and in America who weren’t American. They wanted to belong to both. While the Civil Rights movement is mostly known to give African-American rights but, Chicanos also fought for their rights. The term Chicano first became accepted during the Chicano Movement. Thus, Chicanos have many things to be proud of. Their Aztec ancestors were intelligent people who built a city on water and made all Chicanos royalty. Along with their Mexican ancestors won two revolutions and won against the huge French army. Trinidad Sanchez Jr., a poet, wrote about Chicano pride in his poem, “Why Am I so Brown?” Sanchez wrote the poem in order to call attention to that all should be proud of their skin color. His poem talks about Chicanos having honor in their skin color by using imagery, metaphors, and
The first paragraph gives the readers and idea of the growing interest on Chicano Studies. It’s has developed over the course of twenty-six years and obtaining more non-chicano intellectuals that have absolutely no connection thus having no clue if studying the history of Chicanos. Part of the reason for everyone’s sudden interest in Chicano Studies is to integrate it into a larger ethnic study programs. The downfall of integrating the studies is that it places limitations on other courses that intervene with the major academic departments. The new development of Chicano Studies is really an excuse to teach genuine studies and to allow teachers to implement connected programs to receive a permanent status within their careers. Another part of keeping Chicano Studies in succession is to deliberately undermine its true meaning as well as keep it understaffed and under financed. This situation diminishes the programs ability to do community service for further future developments.
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
Torres, Hector Avalos. 2007. Conversations with Contemporary Chicana and Chicano Writers. U.S.: University of New Mexico press, 315-324.
Latino grassroots politics in the academic realm has been considered as predominantly Chicano in nature. However, the geometry of this academic sector is no longer one dimensional, due to the formation of a Chicana feminist consciousness; the rise of an identified gay community within the Chicana/o student populace; and the emergence of “Latinos” in era of Chicanismo, The abrupt growth of Latinos (e.g. Spanish speaking of Mexican, Central or Latin American decent) in the United State’s educational system led the general population to characterize them as subjects on the cusps of political power and influence. But this widespread depiction of Latinos as an untapped potential is intrinsically linked to an impression of civic cohesion within the Latino student population. Although there is a correspondence between these parties in terms of the alienation they have felt and the discrimination they have endured throughout their academic careers, there is a minimal collective effort in confronting against their oppressive status. This is mainly a result of conflicting ideologies and social agendas within the Latino student community, as well as the relegation of Hispanic subgroups into the lower echelons. Latino students, nevertheless, have demonstrated their capacity, when both Chicanos and the marginalized Hispanic subgroups join efforts to reach a communal objective. This debunks the historical notion that Chicano students are the only group of Hispanics in the academic sphere that have been actively challenging the processes of social exclusion, and also displays the capacity of a collaborative effort.
Moraga, Cherrie. “Queer Aztlan: the Reformation of Chicano Tribe,” in The Color of Privilege 1996, ed Aida Hurtado. Ann Arbor: University Michigan Press, 1996.
Although our society is slowly developing a more accepting attitude toward differences, several minority groups continue to suffer from cultural oppression. In her essay “How to Tame a Wild Tongue,” Gloria Anzaldúa explores the challenges encountered by these groups. She especially focuses on her people, the Chicanos, and describes the difficulties she faced because of her cultural background. She argues that for many years, the dominant American culture has silenced their language. By forcing them to speak English and attempting to get rid of their accents, the Americans have robbed the Chicanos of their identity. She also addresses the issue of low self-esteem that arises from this process of acculturation. Growing up in the United States,
When someone say’s “hispanic,” what definition comes to mind? Hispanics are not one nationality, nor one culture. Instead, Hispanics are greatly diverse people. Our language and cultural origins are Spanish and Latin American, regardless of race and color. Hispanics can be European, Indian, or of African descent, or any combination of the three. The culture could be linked to Mexico, the Caribbean countries, Central America, South America and Spain. Hispanics were once considered a rarity in the United States, now we are found throughout the country.
Imagine seeing 10,000 of your classmates walking out of your school because they wanted a better education - a better way of life. In the 1960s’ Chicano students were being “pushed out”(Esparza) of school or being pushed towards vocational programs. East L.A was home to schools were “one out of every four Chicano’s completed high school”(Esparza). Instructors and the school board alike did not have an interest in helping Chicanos finish school to become someone other than a laborer and was expected of them to keep being a laborer. In “Taking Back the Schools”, Sal Castro a high school counselor claims, “I think the bottom line is the lack of concern of the teachers towards the kids and whether the kids were really getting an education or not...the reality set in that the teachers weren’t really concern for the kids.”(Esparza).
The Chicano Movement, like many other civil rights movements, gained motivation from the everyday struggles that the people had to endure in the United States due to society. Mexican-Americans, like many other ethnicities, were viewed as an inferior group compared to white Americans. Mexican-Americans sought to make a change with the Chicano Movement and “the energy generated by the movement focused national attention on the needs of Mexican-Americans” (Bloom 65). The Mexican-American Movement had four main issues that it aimed to resolve and they ranged from “restoration of la...
The 1960s was a very progressive era for the mexican americans that inhabited the United States, It was very a progressive era but with every progressive era there are also a lot of hardships leading up to it there were also a lot of tough battle to be fought. The 1960s was a tough time for Mexican Americans living in America, They were discriminated for their cultural differences and were stripped of their rights because their parents weren 't Native born.
Again we would see the celebration of Dia De Los Muertos. In the 1970s, Self Help helped encourage the art that participated. It helped bring to community together and create large ensemble of art, parades, and festivals revolving around in the Chicano community.
Latinos who were raised in the United States of America have a dual identity. They were influenced by both their parents' ancestry and culture in addition to the American culture in which they live. Growing up in between two very different cultures creates a great problem, because they cannot identify completely with either culture and are also caught between the Spanish and English languages. Further more they struggle to connect with their roots. The duality in Latino identity and their search for their own personal identity is strongly represented in their writing. The following is a quote that expresses this idea in the words of Lucha Corpi, a Latina writer: "We Chicanos are like the abandoned children of divorced cultures. We are forever longing to be loved by an absent neglectful parent - Mexico - and also to be truly accepted by the other parent - the United States. We want bicultural harmony. We need it to survive. We struggle to achieve it. That struggle keeps us alive" ( Griwold ).
Clutter, Ann W., and Ruben D. Nieto. "Understanding the Hispanic Culture." Osu.edu. Ohio State University. Web. 20 Nov. 2011. .
The struggle to find a place inside an un-welcoming America has forced the Latino to recreate one. The Latino feels out of place, torn from the womb inside of America's reality because she would rather use it than know it (Paz 226-227). In response, the Mexican women planted the seeds of home inside the corral*. These tended and potted plants became her burrow of solace and place of acceptance. In the comfort of the suns slices and underneath the orange scents, the women were free. Still the questions pounded in the rhythm of street side whispers. The outside stare thundered in pulses, you are different it said. Instead of listening she tried to instill within her children the pride of language, song, and culture. Her roots weave soul into the stubborn soil and strength grew with each blossom of the fig tree (Goldsmith).