Presentation Title

Precious Knowledge: Recentering Injustices in Latin@ Education

Faculty Mentor

Michelle A. Holling

Start Date

23-11-2019 10:45 AM

End Date

23-11-2019 11:00 AM

Location

Markstein 107

Session

oral 2

Type of Presentation

Oral Talk

Subject Area

interdisciplinary

Abstract

Educational injustices have long been experienced in Chican@-Latin@ communities. Historical legal battles such as educational segregation in Lemon Grove, CA to the most recent and contested House Bill 2281 that banned Mexican American Studies in Arizona, demonstrate the continuous systematic challenges faced by Chican@-Latin@s in their pursuit of equal education. This essay analyzes the documentary Precious Knowledge (2011) to reinterpret historical and prevalent affairs that shape injustices in Latin@s’ education. This work is a fragment of ongoing research to address structural injustices in Latin@ education; more specifically, why is the legal struggle for equal education in Chican@-Latin@ communities overlooked? The goal of this analysis is to encourage educators and policy makers to adopt a distinct lens when investigating Latin@ struggle for education, to bring to light the individual experiences that become apparent from a latinidad perspective. Latin@ critical race theory (LatCrit) provides an analytic approach to interpret the legal context, historically and contemporarily, of Chican@-Latin@ educational policies as represented in Precious Knowledge (2011). In an effort to re-center Latin@ scholarship, I utilize LatCrit to explore historical oppression, racial identity, and the challenges of a critical education approach in ethnic studies programs.

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Nov 23rd, 10:45 AM Nov 23rd, 11:00 AM

Precious Knowledge: Recentering Injustices in Latin@ Education

Markstein 107

Educational injustices have long been experienced in Chican@-Latin@ communities. Historical legal battles such as educational segregation in Lemon Grove, CA to the most recent and contested House Bill 2281 that banned Mexican American Studies in Arizona, demonstrate the continuous systematic challenges faced by Chican@-Latin@s in their pursuit of equal education. This essay analyzes the documentary Precious Knowledge (2011) to reinterpret historical and prevalent affairs that shape injustices in Latin@s’ education. This work is a fragment of ongoing research to address structural injustices in Latin@ education; more specifically, why is the legal struggle for equal education in Chican@-Latin@ communities overlooked? The goal of this analysis is to encourage educators and policy makers to adopt a distinct lens when investigating Latin@ struggle for education, to bring to light the individual experiences that become apparent from a latinidad perspective. Latin@ critical race theory (LatCrit) provides an analytic approach to interpret the legal context, historically and contemporarily, of Chican@-Latin@ educational policies as represented in Precious Knowledge (2011). In an effort to re-center Latin@ scholarship, I utilize LatCrit to explore historical oppression, racial identity, and the challenges of a critical education approach in ethnic studies programs.