1. This book provides an in-depth study of Chicanos from various perspectives including social sciences, education, humanities, and arts. 2. It explores the development of Chicano Studies programs and departments in universities as well as the innovation of curriculum focused on the Chicano experience. 3. The book aims to provide a better understanding of Chicanos' history, culture, and the socioeconomic and political issues they face.

1. An Introduction
By,
Dr. Iris D. Ruiz
ChicanX StuDies as a
DisCiplIne

2. The authors of the book explain that:
-In 1996, when they began the 1st edition of this anthology, STILL a death of
Chicano Studies texts that represented the Chicanx experience from
multiple perspectives.
-the development of Chicanx Studies programs.
-departments and centers
-assessing ideological relationships between institutions (what do
we mean by institutions?)
-the innovation of curriculum
-the relationship of undergraduate degrees to the workplace
-Rodolfo E. Acuña has changed this with Occupied America
The (A)Textual representation of
Xcanxs in the Academy

3. Chicanx Studies as Cultural Recovery
and Loss-Prevention
Books such as this one provide much needed lost
history and analysis of the 21st century Chicano/a
in need of knowing their roots and of recovering
their lost history.
You won’t see this book in many history
classrooms although it is well-researched and
respected in the fields of ChicanX Studies and
LatinX studies.
So many references to learn about one’s past that
are rarely mentioned in today’s mainstream high-
school textbooks.
One of the banned books in Arizona, 2010.
(HB2281)

4. 1. This book encourages an in-depth study on Chicanos from the perspective
of the social sciences, education, the humanities, and the arts.
2. This is how the book is organized. It is a way to understand the various
roles that Chicanxs play in today’s society. It is also a way to figure out which
direction you might pursue in terms of the issues you care about and are
good at and interested in.
3. It promises to provide pertinent knowledge of the history, culture, and
major current socioeconomic and political issues facing Chicanx.
4. Bixlar Marquez and Carlos Ortega propose that this knowledge is
important for everyone, but it is especially important for those that live in
the border states and the Southwest.
5. Many facts, numbers, scenarios, people, and events will seem strange to
you and will challenge your current conception of Chicanxs and of
yourselves. 
The Goals/Structure ofYour Book

5. Chicanx Studies in theTumultuOus 60’s
Society was changing at a rapid pace at this
time due to pressure from national activist
groups based upon their special interests such
as:
-race
-sexual identity
-economic status
-gender equality
-equal access to education
-occupational opportunities
-health
-inclusion
-theWar inVietnam
-elitism
-white privilege

6. http://archaeology.about.com/od/aterms/a/Aztlan.
htm
http://www.umich.edu/~mechaum/Aztlan.html
https://www.youtube.com/watch?v=RM9uH4XgOm
I
The Creation of
Aztlan

7. California and Chicanxs
-large Mexican population
-Chicano Student Movement made
Chicano Studies its top priority.
-Students in CA waged a constant
struggle to have programs developed
and sustained.
-Influenced the Southwest and the
Midwest to follow similar goals.

8. Organizations that FuEleD the Movmt.
UMAS
MAYO
Mexican American Student
Council
Movimiento Estudiantil
Chicano de Aztlan
United Farm Workers of
America
Crusade for Justice

9. George I. Sanchez began to question bias
on IQ tests again Mexicans in the 1930’s.
Carlos Casteneda publised numerous
histories, but they were not very critical.
Too traditional and too academic.
In CA, Ernesto Galarza received his PhD in
economics from Colombia university: he
did not believe universities cared about
Mexican workers, so he decided to be an
independent scholar and activist.
The conservatism before the 60’s led
students to want to see more critical
scholars who would shape the emerging
consciousness with nationalist ideologies,
possess and teach a strong Mexican
identity, and have an activist spirit.
-There were little opportunities for higher
education for Chicanx due to cultural,
linguistic, and economic barriers. Up until
1954 segregation was legal.
-Segregation of Mexicans was also legal in
some parts of the U.S.
-There were only the Catholic and
Protestant Clergy who helped fund
Chicanxs pursuing higher education.
-When they did attend school, there were
no Mexican American Studies courses or
departments.
-There were little opportunities to study
their own culture and language.
Conservative Educational Policy and
Disenfranchised Chicanxs

10. Chicano Movement:Who are you?
What you don’t learn in K-12th grade.
When you don’t know who you are, you naturally assimilate to what is around you.
What’s wrong with that?That’s how it’s supposed to be: Go with the flow….
But it IS wrong.You must give up your cultural heritage if you assimilate.Your culture
Becomes something to be only experienced or discussed in private.
Your language becomes silenced.
You are forced to ASSIMILATE: ix: the idea of giving up or abandoning one’s cultural
Heritage. Enforced by corporeal punishment for speaking Spanish.
Textbooks IGNORE you.
Therefore, you become confused, and wonder why none of the classes acknowledge
Your daily lives and identity as NORMAL and worthy of curriculum material.

11. Chicano Studies as Cultural Nationalism
not something to be AsHaMed of….
But somethng to be proud of and CELEBRATED!
Our HERITAGE….OURCULTURE….OUR STRUGGLE….OUR HISTORY

12. What is a Latinx?
Latinx is a gender neutral term often used in lieu of Latino or
Latina that refers to individuals with cultural ties to Latin America
and individuals with Latin American descent.

13. Latin American Countries

14. Chicano Student AcTiVism:The
Walkouts, Colorado and the Southwes

15. College Student Activism
Mass student protests were
influential in bringing about
awareness of the Chicano
Movement concerns and issues
to the community.
They were driven into the
politics of change due to all of
the civil unrest of this time.The
many social issues that
surrounded them led them to
make at least two demands of
higher education.
1. Teach them about their culture and history.
2. Offer training and knowledge needed to
make change in their own communities.

16. Student Protests and the influence of
AcTiVisT LiTerAtUre:
1967 Xicano Student Group El Grito: AJournal of Contemporary Mexican American
Thought. More than an intellectual exercise.This was activist literature.
This was a direct response to issues in the Mexican community: bleak educational
experiences, the exploitation of farm workers, and the virtual exclusion from
mainstream society.
University administration was not supportive but knew about it.
Lack of coherence in the presentation of student issues to university
administrators: ix.

17. Then and Now: Mexican Influence and
Presence within the U.S.
http://www.pewhispa
nic.org/2015/09/15/his
panics-of-mexican-
origin-in-the-united-
states-2013/

18. Robert Kennedy and MLK Jr. were assassinated and this made the tenor for
change even more pronounced.The movement had already been solidified
before their deaths.
The public schools had an immense impact on the Chicano Studies
movement.
1968 Walkouts consisted of a student mass protest against middle and high
schools.They protested
-the poor quality of their education
-the emphasis on vocational education
-cultural dissonance demonstrated bias by administrator and teachers
toward student.
-Education then became a political issue: students demanded a more
accurate curriculum.
Death of Civil
Rights Leaders Intensifies the Movmnt.

19. Spreading the word and changing the
educational and cultural landscapes
of the Mainstream White Academy
which ignored and marginalized
people of Mexican Descent
The Creation of Chicano
Studies Programs

20. -1968 First Chicano Studies Program CSU, LA.
-1969 CSUN
-1972 UTEP
-April 1969: Santa Barbara Conference: discussed previous goals established
at the DenverYouth Conference.
-El Plan Espiritual de Atzlan: communitarian and antiassimilation.
-Programs spread to: California, New Mexico, Arizona,Texas, Colorado, and
Washington.There were Chicano/Boriqua studies in Indiana, Michigan,
Illinois, Minnesota, and Iowa.
-Programs needed to address identity crisis and train Chican@ activists.
Programs in Higher Ed

21. Language, education, literature, aesthetics, and creative arts, philosophy,
folklore, and ideology, to the objective conditions of its historical, social,
cultural, psychological, political, and economic socialization, development,
and existence.
Development of a Chicanx paradigm reflecting a Chicano perspective of the
world, and based upon a new knowledge, research needed to build a Chicano
consciousness that would serve to liberate the Chicano community.
The restoration of human dignity, lead to socioeconomic transformation of
the Chicano community, and contribute to the fullest potential of Chicano
students.
Chicanx Studies: A Multidisciplinary
Field of Knowledge

22. Ocativio Roman criticized mainstream social science research practices and
methods which were said to reinforce stereotypes about Chicanxs and
biased history towards the glorification of Eurpoeans, which led to
The perpetuation of stereotypical images which circulated about Chicanos
such as being lazy, illiterate, unskilled, untalented, uncivilized, etc.
Because of these biased practices within social science, it would not be
enough to just allow Chicanxs to do Social Science but to actually introduce
a new image of the Chicano into social science that would more accurately
and comprehensively represent Chicanxs.
Page xi list
-These relate to the decolonization of knowledge, the decolonization of the
Chicanx image, the decolonization of biased research methods.
Creation of a Chicanx Paradigm

23. Activism within the community and the
Cultural Renaissance
Chicanxs were connecting with their
Mexican roots, rejected assimilation,
self worth
The spirit of indigenismo
The Mexican Revolution
La Raza Cosmica
Literacy and Academics
Arte Publico Press
El Grito
Atzlan:A Chicano Journal of the Social
Sciences
Created nationalistic buzzwords: Maya,
Toltec, Aztecs, Pancho Villa, the Magon
brothers, Zapata, Tierra y Libertad, and
mestizos.
History, Labor Relations, Sociology,
Politics, Education, and Anthropology
Folklore, literary criticism, biography,
political economy, bilingualism, and music
Chicanx Studies and Renaissance

24. Internal Colonialism
Franz Fanon, Albert Memmi, Pablo
Casanovo and the Third World Intellectual
Movement: they were talking about post-
colonialism
We wanted a term that could more
accurately represent our colonial status
even though this land used to be Mexico
and the occupiers are still present with
not intent to leave or grant sovereignty
back to Mexicans.
But we also need to examine class
relations, not just colonial relations, so
the notion fell short.
Medicinal History
Critical Historiography
Critical Recovery
Critical Race Theory
Decolonial History
Occupied America: Rodolfo Acuña
Recovering aTraumatic Loss:
Chicanx History

25. Criticisms and Contribution of CS
Lack of attention to feminist issues in the beginning
Lack of stability for Chicanx Studies Programs due to the dearth of
graduate programs and insitutional support for the creation of well
funded and developed CS programs.
El Plan de Santa Barbara lacked some depth in that some of the aspects
seemed to evolve into some unforeseen results such as:
1. The co-optation of Chicano Studies Programs
2. The sellout of Chicano faculty to the world of academia
3. The contested value of Chicano nationalism as a driving force for
Chicanx Studies.

26. Happy People 
More Knowledge
More Self-Pride
Contributions

27. -Maximized the presence of Chicanx
students on campus, faculty, administrative
-Personnel, teachers, lawyers, doctors,
counselors, community activists,
-Chicano intellectuals, more conscious
Chicanx minds,
-Became a internationally recognized
regional area of study
-3rd World Feminism
-Challenging patriarchy
-Border Studies
-Graduate Programs
-Critical Pedagogy
Real Contributions

28. UCLA
UCSB
Arizona State
UT
University of Houston
Michigan State
Chicanx Studies
Research Centers

29. This is only the beginning…
Ya nos empezaron….
To Be Cont.