Chicano studies prof wins National Humanities Medal

Ramon Saldivar and President Obama

By Elaine Ayala for My San Antonio [Click header to go to original article and additional information.]



Stanford professor and Brownsville native Ramón Saldívar was among the nine winners of the National Humanities Medal last week. It’s an award given to “individuals or groups whose work has deepened the nation’s understanding of the humanities, broadened our citizens’ engagement with the humanities, or helped preserve and expand Americans’ access to important resources in the humanities.”


The selection of a Chicano studies scholar is timely, as Chicano and Mexican American studies are under attack in Arizona and as anti-immigrant, anti-Latino tones continue to be struck across the country. Saldívar’s scholarship is around globalization, transnationalism and Chicano studies.


President Obama called his exploration of identity along the border “bold.”


“In his studies of Chicano literature and the development of the novel in Europe and America, Dr. Saldívar highlights the cultural and literary markings that divide and unite us,” the president said.


The director of Stanford University’s Center for Comparative Studies in Race and Ethnicity, Saldívar is a graduate of the University of Texas at Austin. He earned his master and doctorate degrees in comparative literature from Yale University. For Brownsville natives it’s probably just as important that he’s a graduate of Brownsville High School.


He’s the author of “The Borderlands of Culture: Américo Paredes and the Transnational Imaginary,” “Chicano Narrative: The Dialectics of Difference” and “Figural Language in the Novel: The Flowers of Speech from Cervantes to Joyce. He’s at work on a fourth book about the perspectives of ethnic writers born after the civil rights era.


In a piece on the National Endowment for the Humanities web site, he said:


“From downtown Brownsville, you can literally look across the river and, a hundred yards away or so, there’s Mexico. To me, growing up, that was always normal life, that was the way the world worked: bilingual, bi-national, transcultural in all sorts of ways.”


Saldívar comes of a large family that birthed two other scholars. One is San Antonio resident Sonia Saldívar Hull, a professor of English and American literature at the University of Texas at San Antonio. She’s director of the Women’s Studies Department at UTSA. Another sibling, José Saldívar, is professor of comparative literature at Stanford.


One other Latino scholar received the medal this year. Professor Teofilo Ruiz teaches at UCLA.


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Chicano Photographer Exhibition Continues at San Bernardino County Museum

[Photo copyright 2011 Jesus Manuel Mena Garza. All rights reserved. Click header for more information about the exhibition.]

Chicano Photographer, an exhibition by Riverside, California documentary photographer Jesús Manuel Mena Garza is available for public viewing at the San Bernardino County Museum (SBCM) Schuilling Gallery. The show continues to November 6, 2011.

Please call (909) 307-2669 x227 or email kplimley@sbcm.sbcounty.gov for more information.

Pasadena NACCS Conference Photos

Sample photographs taken during the 2011 NACCS conference in Pasadena, California. It was great to see so many Chicana and Chicano Studies academics and artists in one venue. Please click the photos to enlarge. All photos are by Jesus Garza.

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Save Ethnic Studies, Inc.

Dear Colleagues and Supporters:

On January 1, 2011, HB 2281 became effective in Arizona, a law passed in April 2010 that attacks La Raza Studies. The law's supporters claim that we are unpatriotic and unAmerican, a statement that we take great exception to. Books such as Occupied America and Pedagogy of the Oppressed are cited as proof of their opinions. At present the future looks grim. The Board of Education that was supposed to defend the program has bailed out. The teachers of Raza Studies have filed a suit defending the right of the program to teach the history of our people.

We feel that if the xenophobes are successful, the entire area of Ethnic Studies is threatened. It enables similar attacks on programs outside of Arizona and sanctions censorship. We feel that we must stand together and are appealing to you for support. It takes money to mount a legal challenge. The pool of available money is small in the Tucson area. It is a poor community and the hundreds of thousands of dollars that this suit will take is beyond our means.

The discovery process alone will run into the hundreds of thousands of dollars. It is the political core of the case that will show the motivation of the framers of this legislation and point to who is financing this libelous campaign.

Please take time to view

1- http://vimeo.com/15062646 (Precious Knowledge Trailer)
2- http://www.saveethnicstudies.org/index.shtml (Tucson campaign)
3- http://www.saveethnicstudies.org/news.shtml
4- http://www.saveethnicstudies.org/meet_us.shtml

Would you please help by sending a donation? You can also help arrange fundraisers in your area. We need transportation costs and would greatly appreciate honorariums. Concerts and the like featuring local artists, musicians and poets are a fantastic way of getting people together.

Please go online to donate and for more information:

http://www.saveethnicstudies.org/save_ethnic_studies.shtml.
Deyanina Nevarez is the point person. You can reach her at (520) 975-1485 or via email at info@saveethnicstudies.org.

Make payable to: Save Ethnic Studies Defense Fund Mail to:

Save Ethnic Studies
307 S. Convent Ave
Tucson, AZ 85701

Or donate by Credit Card: http://www.saveethnicstudies.org/donate.shtml
Venceremos,

Save Ethnic Studies Defense Committee

Save Ethnic Studies is filed with the Arizona Corporation Commission as a non-profit corporation. We are seeking recognition of exemption from the IRS under section 501 (c) 4. Contributions to Save Ethnic Studies are non-tax deductible as a charitable contribution. Please contact your tax advisor for further information. Printed In-House Labor Donated.

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Museums unite to chronicle post-war LA art scene

By Zorianna Kit

Reuters

More than 60 California cultural institutions are coming together to tell the story of the birth of the Los Angeles art scene, in the largest such collaboration ever undertaken in the region.

Southern California museums and university programs such as the Getty Museum, the Los Angeles County Museum of Art, the Hammer Museum and the University of California, Los Angeles (UCLA) Chicano Studies Research Center will take part in the 2011-2012 event, titled "Pacific Standard Time: Art in L.A 1945-1980", organizers said on Thursday.

Each of the institutions will make a contribution to the story of art and social change in Los Angeles through simultaneous exhibitions and programs.

"What began as an effort to document the milestones in this region's artistic history has expanded until it is now becoming a great creative landmark in itself," said Deborah Marrow, interim president of the J. Paul Getty Trust, which has initiated the event through grants totaling $10 million.

"We know that this era has had a million moments of impact on arts and culture across the United States and beyond," added Mark Siegel, chairman of the Getty's Board of Trustees.

The event will begin in October 2011 and will run through April 2012 at locations including Los Angeles, San Diego, Santa Barbara and Palm Springs.

The exhibitions, festivals and programs will showcase the influence of post-war California architecture, Pop Art, the emergence of African-American artists and 1970s feminist performance art.

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Chicano studies among new UC Merced minors

Some students have been vocal about adding the discipline.

By JAMIE OPPENHEIM
joppenheim@mercedsun-star.com

The fruits of Sean Lambert-Diaz's labor have finally paid off. The UC Merced junior began pushing for a Chicano studies minor during his freshman year in 2007-2008, after sending a letter to the school's history department requesting it hire a Chicano historian. Now a junior, Lambert-Diaz finally has what he wanted -- a Chicano studies minor.

The school will also offer three other new minors this fall. UC Merced students can minor in chemical sciences and environmental sciences and sustainability, both offered though the School of Natural Sciences. Minors in Chicano studies and public health will be offered through the School of Social Sciences, Humanities and Arts.

"It's a relief for me because of the hard work I put in," Lambert-Diaz said. "I hope it not only encourages students to minor in Chicano studies, I hope it pushes students to push for their own minor, like African American studies."

The push for Chicano studies was the most organized student-led effort to lobby for a minor, according to UC Merced officials.

Earlier this year, students pushing for the Chicano studies minor held teach-ins on the school's quad to raise awareness about the issue.

"There has been great interest from students in adding these programs to our university," said Mark Aldenderfer, dean of the School of Social Sciences, Humanities and Arts. "With an underlying emphasis on interdisciplinary studies, we think these minors will help produce well-rounded graduates with knowledge that will benefit them in the next chapter of their lives."
Here are the details of all four new minors:

The chemical sciences minor will require students to gain an understanding of concepts and theoretical principles in chemistry and its various subfields, such as analytical, inorganic, organic and physical chemistry.

Students choosing to minor in environmental science and sustainability will learn to gather and report environmental data. They will also analyze information on environmental quality and recommend appropriate technical, environmental policy decisions.

The Chicano studies minor will have students develop an understanding of the role that race and ethnicity plays in shaping the experiences of different ethnic groups in the United States, but specifically Chicanos. Students will also focus on the various changes in immigration policy, identity, language and social and cultural practices.

The public health minor will require students to take courses in natural and social sciences and humanities. The program emphasizes a focus on health disparities in different economic and ethnic groups.

Reporter Jamie Oppenheim can be reached at (209)385-2407 or joppenheim@merecdsun-star.com.

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UC Merced designated Hispanic-serving institution

The University of California, Merced is in line for additional federal money to serve its large population of Latino students.

UC Merced officials said Friday the campus has been designated as a "Hispanic-Serving Institution" by the U.S. Department of Education.

Merced joins Riverside as the second UC campus to get the designation, which goes to schools where Hispanics make up at least 25 percent of undergraduates.

The designation makes UC Merced eligible for funding for student support services, faculty development, campus renovation and other purposes.

Campus officials say its undergraduates are 32 percent Hispanic, 33 percent Asian, 22 percent Caucasian and seven percent black.

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Chicano Photographer Video

Poder Chicano

If you have the time or the interest, check out this interesting video produced by the folks at Borderzine.

Professors receive awards for Hispanic cultural contribution

Carlos Vélez-Ibáñez and Paul Espinosa, professors in ASU's Department of Transborder Chicana/o and Latina/o Studies in the College of Liberal Arts and Sciences, are recipients of awards from the American Association of Hispanics in Higher Education. The awards recognize energy, expertise and remarkable contributions to the Hispanic community.

Vélez-Ibáñez is the recipient of the Outstanding Support of Hispanic Issues in Higher Education Award. The award distinguishes someone who demonstrates exceptional accomplishment in the academic community and support of Hispanic issues.

Vélez-Ibáñez, who chairs the Department of Transborder Chicana/o and Latina/o Studies, conducts transnational field research in two rural valleys in California and New Mexico and their sending communities in Mexico. His area of study focuses on applied anthropology, complex social organizations, culture and education, ethno-class relations in complex social systems, migration and adaptation of human populations, political ecology, qualitative methodology and urban anthropology. Vélez-Ibáñez has written five books, three of which are based in original field research.

Espinosa is the recipient of the Outstanding Latino/a Cultural Award in Fine or Performing Arts Award. The award recognizes Latinos/as who have contributed significantly to understanding of the Hispanic community and culture through a medium in the arts.

Espinosa is the winner of seven Emmy awards. He has written, directed and produced numerous dramatic and documentary films focused on the U.S.-Mexico border region. His work includes "Taco Shop Poets" (2002), "The Border" (1999), "... And the Earth Did Not Swallow Him" (1996) and "The Hunt for Pancho Villa" (1993).

Vélez-Ibáñez and Espinosa will be honored in March at the American Association of Hispanics in Higher Education National Conference, "Raíces y Alas/Roots and Wings: A Mal Tiempo/Buena Cara."

The association each year honors people in six categories concerning the improvement of the conditions of Latinos/as pursuing a degree in higher education. The recipients are selected from open nominations by a subcommittee of the association.

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I Wish More Colleges Offered These Courses

[Rodolfo "Corky" Gonzales by Jesus Manuel Mena Garza]

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UCSB Chicano Studies Courses


LOWER DIVISION


1A-B-C. Introduction to Chicano Studies (4-4-4) Staff

An introduction to the historical and contemporary development of the Chicano community, interdisciplinary in nature, and focusing upon such components as the educational, sociological, and political. The course will critically analyze the societal context in which La Raza has sought to maintain and develop its culture.


10. Introduction to Chicano History (4) Garcia

Prerequisite: lower-division standing. Same course as History 10. Students who have received credit for Chicano Studies 9 may not take this course for credit.
The historical heritage of the Chicano from Indian and Spanish origins to the contemporary period. Particular stress will be placed on the interpretation and analysis between key periods in world and U.S. history to the experience of Chicanos.

11. Introduction to Race and Ethnicity in American History(4) Staff

Prerequisite: lower-division standing. Same course as History 11.
An introduction to the issues of race and ethnicity as they have affected the course of United States history from the colonial era to the present. Race and ethnicity will be dealt with as ideological issues as well as the history of particular race and ethnic groups in a pluralistic America.

12. Introduction to Chicano Spanish (4) Lomeli

Prerequisites: consent of instructor and some basic knowledge of Spanish.
The course will introduce students to tne Spanish language and help them to acquire oral and written skills, distinguish between standard speech of popular variants, and learn the Chicano Spanish lexicon.

UPPER DIVISION

102A-B. Quantitative Research and Issues in Chicano Studies (4-4) Staff
This two-quarter course sequence examines quantitative research problems in Chicano Studies. The emphasis is on the effective use of social survey data in formulating public and private policy. Students also receive an introduction to the computer as a research tool.

106. Introduction to Latin American Studies (4) Staff

Prerequisite: any quarter of Chicano Studies 1A, 18, or 1C, or History 8, or upper-division standing.
The Latin American heritage of Chicanos will be explored from various interdisciplinary perspectives: history, culture, literature, politics, and education. Stress will be placed on major past and contemporary cultural, political, and I social movements from the pre-Columbian past to the twentieth century.

110. Research Methods in Chicano Studies (4) Staff

Prerequisites: Chicano Studies 1A-B-C.
Using Chicano studies topics, the course will introduce students to: (1) the epistemology of scientific inquiry (its history and contemporarv movements); (2) the strengths and weaknesses of quantitative and qualitative methodologies; and (3) the mechanisms of research design (transforming an idea into a research plan).

115. Psychological Issues and the Chicano Child (4) Staff

To give the student an understanding of the fundamentals of psychology; to introduce tne fundamentals of child psychology; and to analyze and discuss pertinent psychological principles and research related to the Chicano child.

120. Bilingualism and the Chicano (4) Staff

Prerequisite: consent of instructor.
An introduction to the study of bilingualism and the Chicano. The course will focus on tne sociolinguistic and educational implications of bilingualism.

121. Writing Experience for Bilinguals (4) Staff

Prerequisite: consent of instructor.
A comparative analysis between Chicano Spanish, standard Spanish, and vocabulary building.

130B. The Chicano Quest for Educational Equality (4) San Miguel

Prerequisite: Chicano Studies 1A or 1B or 130A or upper-division standing.
This lecture course traces the legal, administrative, and political efforts made by Chicanos to secure more and better education for their children. It also assesses its impact and influ- ence on the public schools.

131. An Introduction to Issues in Chicano Bilingual Education (4) San Miguel

This is an introduction to bilingual education and its effect on Chicanos. Specific issues include the evolution and development of policy at the federal and state levels, theory and practice of bilingual education pertaining to Chicanos, the status and future of this program.

137. Chicano/Mexican Oral Traditions (4) Broyles-Gonzalez

Prerequisites.. upper-division standing and knowledge of Spanish and English.
The course will introduce students to the ancient roots of Chicano oral traditions. Contemporary forms of Chicano oral poetry, oral narrative, and drama will be examined, in addition to more ephemeral forms such as cabula, choteo, joke-telling, or dichos.

138. Barrio Poplar Culture (4) Broyles-Gonzalez

Prerequisite. upper-division standing
The course will explore various manifestations of popular and mass culture in Chicano urban and semi-rural communities throughout the southwest. Both secular and religious cultural phenomena will be analyzed (lowriders, saints, music, etc.). Relationships to mainstream culture will be examined.

139. Native American Heritage and Chicano Cultural Renaissance (4) Broyles-Gonzalez

Prerequisite: upper-division standing or Chicano Studies 1A, 1B, or 1C.
The course will explore the intense recourse to the Native American heritage during the Chicano cultural renaissance of the 1960s and 1970s. The rediscovery of the native ancestral cultures will be analyzed in poetry, prose, drama, the graphic arts.

140. The Mexican Cultural Heritage of the Chicano (4) Staff

Prerequisite: consent of instructor.
A panoramic view of present-day Chicano traditions analyzed from a Mexican cultural heritage perspective in order to comprehend and appreciate the uniqueness and difference of present-day Chicano culture, its achievements, and contribution to the overall American culture.

141. Roots of Chicano Culture in Interdisciplinary Perspective (4) Staff

Prerequisites: upper-division standing, two or more upper-division courses in sociology, religious studies, or anthropology.
This course will give students a general understanding of the origins, development, and contemporary variation in Chicano culture from an interdisciplinary approach.

142. An Introduction to Chicano and Barrio Art (4) Staff

An introduction to Chicano and barrio art and their major exponents. This course will emphasize Mexican mural painting as forerunner of Chicano mural art.

143. Chicano/Mexican Film Studies (4) Lomeli, Fregoso

Study of Chicano and Mexican cinema to view film as an art form and projection of the film-maker. Techniques, messages, and ideology stressed as instruments which propose film truth within the context of Chicano and Mexican social experiences.


144. The Chicano Community (4) Segura

Prerequisite: upper-division standing, or Chicano Studies 1A, 1B, or 1C, or a prior course in sociology. This course is the same as Sociology 144.
Origins of the Chicano in rural Mexico; context of contact; patterns of settlement in the United States; the Chicano community, social structure, and social change; acculturation and generational patterns; community leadership and change.

145. Chicano Art: Symbol and Meaning (4) Favela

Prerequisite: any quarter of Chicano Studies 1A, 1B, or 1C, Chicano Studies 142 or Art History 1 or 7E, Art His tory 161C, 161D, or 161E, or upper-division standing.
This course traces the sources and historical development of symbols and forms that originated in the art of New Spain and Mexico and became crucial for the development of a contemporary Chicano art. Emphasis is given to artistic conceptions of America and Aztlan by Mexican, Mexican American, and Chicano artists.

146. Contemporary Chicano Art (4) Favela

Prerequisite: any quarter of Chicano Studies 1A-B-C, 142, or Art History 1, 7E, 161C, 161D, or 161E, or Chicano Studies 145, or upper-division standing.
The Chicano art movement is examined and appraised within the context of contemporary American art and the contemporary art of Mexico. This course provides a survey of major Chicano artists and developments in Chicano painting, sculpture, graphic, and conceptual art from the late 1960s to the present.

147. Chicanos and the Film Media: A Comparative History (4) Fregoso

This course examines the various ways Chicanos have been portrayed in Hollywood films. Their characterizations are contrasted with the portrayals of women, Blacks, Jews, gays, and lesbians. The content is chronological and thematic in its examination of recurrent minority images.

154F. The Chicano Family (4) Segura

Prerequisites: upper-division standing or Chicano Studies 1A-B-C or consent of instructor or prior course in sociology. Same course as Socioloy 154F.
This course provides an overview of historical and contemporary research on Chicano families in the United States. Changing viewpoints on the character of Chicano families and their implications with respect to policy issues are examined.

155R. Chicana Research Issues (4) Segura

Prerequisites: upper-division standing or Chicano Studies 1A-B-C or consent of instructor or prior course in sociology. Same course as Sociology 155R.
This course is designed to enable students to develop and implement a research project that explores in depth one or more facets of the Chicana experience. Students will select and gather information in one area of interest such as: family, health, education, or employment.

155W. La Chicana: Mexican Women in the U.S. (4) Segura

Prerequisites: upper-division standing or Chicano Studies 1A-B-C or consent of instructor or prior course in sociology. Same course as Sociology 155W. Not open for credit to students who have received credit for Chicano Studies 150A, 150B, or 150C.
Examines existing research on native-born and immigrant Mexican women in the United States with emphasis on family, education, employment, and politics. Analysis of the Chicana experience organized by considering how interplay between class, race, and gender affects access to opportunity and equality.

164. Chicanos and the Administration of Justice (4) Staff

A survey of police-barrio community relations including the role of police, police department theories and tactics, and the unique police problems of the Chicano community. In addition, the course will examine the organization of courts and the procedural issues and suggested reforms involved in the adversary system, from arrest to penal institutions.

168A-B. History of the Chicano (4-4) Garcia, Vargas

Prerequisite: any quarter of History 17A-B-C or any quarter of Chicano Studies 1A -B-C or upper-divion standing. Same course as History 168A-B.
The history of the Chicanos, 1821 to the present; traces the sociocultural lifeline, of the Mexicans who have lived north of Mexico.

168E. History of the Chicano Movement (4) Staff

Prerequisite: Any quarter of Chicano Studies 1A-B- or History 10 or Chicano Studies 10 or History 168B or Chicano Studies 168B or upper-division standing. Same course as History 168E.
An examination of the Chicano movement in the United States from the mid-1960s to the mid-1970s. Topics will include the student movement, the farmworker movement, the Plan de Aztlan, the Raza Unida Party, Chicana feminists, the anti-war movement, and Chicano studies.

168F. Racism In American History (4) Staff

Prerequisite: any quarter of History 17A-B-C or any lower-division course in Asian American studies, Black studies, Chicano studies or upper-division standing. Same course as History 168F.
This course will examine racism as a major ideological force in defining American society from the colonial era to the 1980s. Major focus will be in the changing nature of racism as ideology as well as the relationship of racism to specific minority groups such as Afro-American, Native American, Chicanos, and Asian American.

168G-H. United States-Latin American Relations (4-4) Staff

Prerequisite: any quarter of History 17A-B-C or any quarter of Chicano Studies 1A-B-C or 101.
Covers the history of United States-Latin American relations from the colonial period to the present. Topics to be covered include the Monroe Doctrine, the United States-Mexican War, Manifest Destiny, the Spanish-American War, Dollar Diplomacy, the Good Neighbor Policy, the Alliance for Progress, and the United States role in Central America.

168P. Proseminar in Chicano History (4) Staff

Prerequisite: History 168A or 168B, or Chicano Studies 168A or 168B, and consent of instructor. Same course as History 168P.
Studies in selected aspects of Chicano history with an emphasis on social and economic history.

169. Comparative Local History (4) Garcia, Vargas

This course analyzes local and regional history of Chicanos. Theories and methodologies of social, urban, and oral history will be examined. Public history programs for Chicano communities will be discussed. Students will develop a research prospectus for their research projects.

170A. Chicano Community Organizations (4) Segura

The day-to-day operations and success of contemporary Chicano community organizations is socio-historically analyzed. Emphasis is placed on whether particular organizations meet the actual or perceived needs of the Chicano community or of special interest groups within the community.

170B. Chicano Community Organizations (4) Segura

Prerequisite: upper-division standing or consent of instructor.
The theory of organizing within the Chicano community will be analyzed through field observations of currently operating Chicano community organizations.

171. The Chicano Urban Experience (4) Staff

Prerequisite: upper-division standing.
This course traces the transition of Chicanos from a rural to urban population and examines trends in family size, language usage, segregation, and social inequality among Chicanos residing in cities. Issues of urban decay and community conflict are also examined.

172. Legal Issues in the Chicano Community (4) Staff

Prerequisite: consent of instructor.
Survey of recent state and federal laws and court decisions affecting the Chicano community. Special consideration will be given to landmark cases and decisions. Analysis will be made of opposing views on each case in a historical context.

174. Chicano Politics (4) Staff

Prerequisite: upper-division standing. Same course as PoliticalScience 174.
Political life in the barrio, political behavior of the Chicano community, andrepresentation of Chicanos by elected officials and interest groups.

175. Comparative Ethnic Movements (4) Segura

The purpose of this course is to examine the structural forces which strengthen ethnic identification and promote ethnic politics within the United States and other nations. Although the Chicano movement will be the central focus, various ethnic movements will be examined.

178. Theories of Social Changes and Chicano Society (4) Segura

This course will examine the dynamics of social change and its impact on the chicano community. Students will acquire a general understanding of basic theories and an introduction to the social structure and processes of change (urbanization, social mobility, etc.).

180. Survey of Chicano Literature (4) Lomeli

The purpose of this course is to provide the student with a general overview of all the literature written by Chicanos by covering all genres: poetry, novel, theatre, short story, and essay. The course aims to portray a people's experience through literature and show how that experience is manifested in a given work.

181. The Chicano Novel (4) Lomeli

Reading, analysis and critique of the contemporary Chicano novel as it pertains to the Chicano experience.

186A-B. Music/Dance of the Chicanos (4-4) Staff

A historical perspective of Mexican and Chicano music and dance with emphasis on the indigenous cultures and other contributing cultural elements which combine to form traditional and contemporary Chicano music and dance.

187. Introduction to Chicano Theater and Performance (4) Broyles-Gonzalez

Prerequisite:. upper-division standing.
A survey of the major Chicano theater and performance forms ranging from the traditional to the avant-garde contemporary. The diverse forms of performance will be studied as art forms and with regard to their respective social functions within Chicano communities.

188A. Chicano Theater: Origins to 1970 (4) Broyles-Gonzalez

Prerequisites: upper-division standing or ChicanoStudies 1A, 1B, or 1C, or any lower-division drama course such as Dramatic Art 60 or 60S.
Survey of the origins and development of borderlands theater, from native ritual and Indian-Hispano antecedents to today's Chicano forms. The genesis of Chicano theater will also be studied in relationship to Chicano culture and history.


188B. Contemporary Chicano Theatrer (4) Broyles-Gonzalez

Prerequisite: upper-division standing or ChicanoStudies 1A, 1B, or 1C, Chicano Studies 188A, or any lower-division drama course such as Dramatic Art 60 or 60S.
An analysis of conemporary Chicano forms of theatrical expression, ranging from barrio performances to mainstream commercial productions. The creation and presentation of Chicano dramatic forms will be analyzed in relationship to economic and historical realities affecting them.

188C. Chicano Theater Workshop (4) Staff

Prerequisites: Chicano Studies 188A or 188B or consent of instructor, knowledge of Spanish and English.
Reading and analysis of contemporary bilingual Chicano plays, in conjunction with acting and technical training. A dramatic piece will be rehearsed and performed.

189. Immigration and the U.S. Border (4) Garcia, Vargas

Prerequisite: upper-division standing or consent of instructor.
An analysis of the socioeconomic and political factors which have determined and continue to form the basis for the development of United States immigration policies and practices toward Mexico and the U.S-Mexican border.

190. Introduction to Chicano Poetry and Short Story (4) Lomeli

Reading and appreciation of Chicano poetry and poets. Analysis and critique of the Chicano short story with discussions on the realities and values presented on the Chicano experience and universe by the author.

191AA-ZZ. Special Topics in Chicano Studies (4) Staff

Corse may be taken up to three times (12 units) providing the letter designations are different. Designed to allow courses of varying topics in areas of expertise of visiting professors to broaden opportuniies for students. Examples might be: immigration, Native American, Mexican, or Latin American influences on the Chicano, legal issues, the migrants.

192. Field Research (4-8) Staff

Prerequisites: lower-level ethnic studies, sociology and/or anthropology course work, open only to juniors and seniors, consent of instructor. Eight units maximum may be applied to major.
Internship in contemporary urban problems and decision-making processes as they affect the Chicano. Internship based on directed research through observation, participation, and relevant readings. Student individually assigned, instructed, and supervised in field-work involving practical experience in decision making unit of local governmental social service agencies, or of community liaison agencies.

193. Seminar (4) Prerequisites,. two courses in Chicano Studies, consent of instrucor prior to enrollment and upper-division standing. To be offered intermittentiy, Special topics in Chicano Studies.

194. The Chicano Worker (4)

Prerequisite: consent of instructor.
A comparative analysis of the economic status of Chicanos. Special attention is given to the employment situation of chicanas, Chicano youths, and Mexican immigrants. Key topics are job and industry concentration, income, unemployment, and under-employment.

195. Seminar: Problems in the History of Chicano Art (4) Favela

Prerequisites: either Chicano Studies 145 or 146; upper-division standing and consent of instructor.
A definition of Chicano art will form the focus of this seminar. Students will conduct primary research and analyze pluralistic facets of Chicano art, artists, and art criticism within the context of mainstream American art and culture.

196. Practicum: Analysis of Chicano Survey Data (4) Staff

Prerequisite: upper-division standing.
The course allows students an opportunity to conduct their own research project. With instructor supervision, students will formulate and exercute (through use of the computer) an analysis of data from an existing Chicano survey.

197. Topics Seminar: Education of the Chicano (4) San Miguel

Survey of the relationship between the schools and the Chicano child. Also included will be information on theories, methods, and resources necessary for developing and evaluating effective teaching strategies in meeting the educational needs.

198. Readings in Chicano Studies (1-4) Staff

Prerequisites: students must 1) have attained upper-division, standing, 2) have a minimum 3.0 grade-point average for the preceding three quarters; 3) have completed at least two upper-division courses in Chicano Studies. Students are limited to five units per quarter and 30 units total in all 198/199 courses combined.
Readings in Chicano studies under the guidance of a faculty member in the department, Students must prepare a short plan of study and have it approved by the sponsoring faculty member.

199. Independent Studies (1-5) Staff

Prerequisites: students must 1) have attained upper-division standing, 2) have a minimum 3.0 grade-point average for the preceding three quarters, 3) have completed at least two upper-division courses in ChicanoStudies. Students are limited to five units per quarter and 30 units total in all 198/ 199 courses combined.

596. Directed Reading and Research (2-6) Staff

Prerequisite. Graduate standing and consent of instructor.
Independent research involving advanced study on a particular Chicano studies topic. A written proposal must be approved by the department chair. Number of units depends on nature of the proposal.

University of California at Santa Barbara

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Apply for Chicana Chicano Studies Ph.D. Program at UCSB

[Click photo/poster to enlarge]

DEPARTMENT OF CHICAN@ STUDIES
UNIVERSITY OF CALIFORNIA, SANTA BARBARA

The University of California at Santa Barbara is now accepting applications from students for its Ph.D. program in Chicana and Chicano Studies. The application deadline is December 15 for financial aid consideration, and January 1 without financial aid consideration.

Please feel free to forward this information and the attached copy of our Ph.D. informational poster to your students who are interested in applying to graduate school.

M.A./Ph.D. Program
http://www.chicst.ucsb.edu/phd/index.shtml

The M.A./Ph.D. program engages students in the interdisciplinary study of Chicana and Chicano history, culture, and politics. Our students explore Chican@ experiences in their most broad, comprehensive sense, informed by several philosophical and theoretical schools, historical and political scholarship, literary and religious traditions, artistic movements, mass media, and video and film. The M.A./Ph.D. in Chicana and Chicano Studies challenges students to understand social justice issues by linking theory, teaching, and scholarship in the academy and larger community.

UCSB Graduate Division
https://www.graddiv.ucsb.edu/

The Graduate Division is committed to excellence in research, diversity, and intellectual innovation in UCSB graduate education.

Those interested in applying to the program should visit the UCSB Graduate Division web site https://www.graddiv.ucsb.edu/programs/index.cfm?event=showProgramDetail&majorID=109 for information about the required application materials. Information about the on-line application process is available at https://www.graddiv.ucsb.edu/eapp/index.cfm.

Department of Chican@ Studies
http://www.chicst.ucsb.edu/

For more information contact Katherine Morales, Staff Graduate Program Advisor, Department of Chicana and Chicano Studies, University of California, Santa Barbara, (805-893-5269)or kmorales@chicst.ucsb.edu.

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Download 2010 César Chávez Calendar. It's Free!

[Click on image to download printable JPG. A higher-quality PDF version is available for download at my website jmmgarza.com. Viva César Chávez.]

Download 2010 César Estrada Chávez calendar. Be the first in your neighborhood, barrio or gated community to download a FREE/GRATIS Super Chicana/o calendar. You don't have to be a Super Chican@ to own this fantastic calendar. Hispanics and others are also welcome to share in the glory.

Downloading Is Easy

All you have to do is "click" on the thumbnail image of the calendar to download. Save your downloaded 11x17 inch JPG and print two copies (a laser or inkjet printer works fine). By the way, you can easily downsize the JPG to make a letter size (8.5 x 11) print. Generously give one poster to your Chicana/o Studies (Hispanic Studies may not count!) or photography professor. They will be absolutely impressed by your excellent taste.

If you have any questions or comments please feel free to phone me at (909) 557-7151 or send me an email.

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Chicano Movement, circa 1968, subject of series talks in September

[Photo by Jesús Manuel Mena Garza. Click to enlarge.]

Chicano Movement: Subject of fall talks

This being the season of 40th anniversaries, a series of discussions on the Chicano movement for civil rights and its legacy will kick off Sept. 20 in San Jose.

The first of four panel discussions, "Community Based Organizing in the Movimiento, Then and Now, will be held from 6 to 8 p.m., at the Roosevelt Community Center near downtown San Jose. Admission is free to the public.

Participants from the movement will speak about how grass-roots organizers rallied Mexican-Americans to press for quality schooling, bilingual education, affirmative action, better labor conditions and improved policing. Younger activists will talk about extending the movement today to include women's and gay and lesbians's rights.

Scheduled panelists include Henry Dominguez, a longtime activist and current member of the Black Berets of San Jose; Adriana Garcia, a local poet and founder of MAIZ (A Spanish acronym for Movement Inspiring Service); Sal Alvarez, a former associate professor of social work at San Jose State University and officer with the national League of United Latin American Citizens; David Madrid, a youth counselor and member of Silicon Valley De-Bug, a collective of artists and community activists.

The series will continue on Oct. 14 and on dates to be selected in April and May of 2010. For more information contact MAIZ at 408-250-6965 or maiz_mex@hotmail.com.

Courtesy of San Jose Mercury News

CALAVERAS CALLEJERAS

[Click on image to enlarge. Click on header or the link below to go to their blog]

If you are interested in amazing Chicano-identified documentary photography, check out this blog. CALAVERAS CALLEJERAS, Documentary Photography.

Here is a link: http://www.calaverascallejeras.com/Blog/blog.html

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The Quiet Tale of the Campus Mural

Bruna Nessif
Pasadena City College Courier

Photo by Chi Hong Wong

As students scurry up and down the stairs on the south side of C Building (Pasadena City College), they rarely take the time to acknowledge their surroundings.

But had they taken a glance up, right before turning toward the stairs in the break of the second and third floor, they would have seen a work of art from 1973 by former student Guillermo Martinez, whose appreciation was lost along with its meaning.

When the mural catches one's eye, it has a strong attraction. It almost demands attention. It depicts a lot of emotion, whether its of accomplishment or struggle, one cannot be fully certain. Its interpretation is not limited. The piece offers clues as to what it could mean, but ultimately the viewer makes his or her own conclusion.

Students, who take the time to examine the artwork, came up with their own ideas about what the artist was trying to convey.

"It seems like the man in the middle is a combination of different races and everyone branching off is a part of him, like we're not just one kind, we're a mix of many. It represents Mexican culture and diversity," said 20-year-old liberal arts major Kate Krag.

Many images in the mural symbolize and illustrate Mexican culture, exemplifying Chicano pride. When observing the work in detail, you can find somewhat hidden messages, like the phrase "Viva La Raza," which can be closely translated as "long live the people" (or race) in Spanish, illustrated on the bottom of the mural. This motto can make one believe that the historic event of the Chicano resistance is the concept of the painting.

The colors are vivid and loud, yet they complement each other well. It's a very detailed work, which once caught by the eye requires a good amount of time to fully observe and admire. The meticulous aspect of the art makes it a bit busy. There's so much going on that you're not sure what to look at first or how to connect each image. But it's so enticing you want to try anyway. Other students noted on the physical characteristics of the work, despite not knowing its purpose.

"It looks like the artist has a lot to say. It's an interesting concept. It has a nice medium, very fluid, but no idea what it means," said 18-year-old theater major Giselle Gilbert.

"It reminds me of L.A. art, something I would see while I'm on the 101," said 28-year-old liberal arts major Armando Lacayo.

The mural's location is random. It's in the rear of C Building, in between two floors. Some may feel it's out of place, but it is right where it should be. The piece is Chicano work that is displayed in the building where numerous students pass by multiple times a day, and some, learning Chicano Studies.

"The location's obscure, but the C Building is mostly for literature so its good," said 45-year-old music major Pablo Baza.

Some feel that the random location of the artwork gives the campus a sense of spontaneity.

"It's at an unexpected place, but that makes you feel like you never know where you'll run into something at PCC," Lacayo said.

The sad part is that few people know about the mural. They vaguely recall seeing it, but when asked, cannot identify it. Students running up and down those stairs are too busy to notice the art that surrounds their daily life or the work someone put in to convey a message.

The record of the painting on campus is not available. The only information found by Visual Arts and Media Studies Dean Alex Kritselis and the department was that Martinez was awarded a scholarship to UCLA, but refused to go because the Mexican movement spoke against giving in to the system. Martinez took his life to the streets and dedicated himself to doing street art. No one has heard from him since.

With the loss of it's meaning, the public might never know its message. At one point, an artist devoted himself to a canvas, indulging in his art utensils to portray an important time in the history of his culture, and yet it goes unnoticed and undocumented.

The meaning will always be ambiguous. It's lost art, whose history is gone. It will remain a mystery instead of a tool of remembrance and depend on the viewer to carry its significance.

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