Aztlán Arizona: Mexican American educational empowerment, 1968–1978

Reading Aztlán Arizona and living in Tempe, Arizona, I could not help but wonder how, if at all, the educational activists interacted with the thriving Chicano arts collectives of the time. I wanted to know if the activists that Echeverría examines were also involved in the efforts to contest Englis...

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Bibliographic Details
Published in:Latino Studies 2015, Vol.13 (4), p.564-566
Main Author: Bebout, Lee
Format: Review
Language:English
Subjects:
Activism
Activists
Community
Core curriculum
Cultural and Media Studies
Cultural Studies
Curricula
Education
Education policy
Education reform
Educational attainment
Empowerment
English only movement
Enrollments
Ethnic studies
Ethnicity Studies
Hispanic Americans
Humanities
Literature
Mexican Americans
Migration
Postcolonial/World Literature
Race
Reforms
Regional and Cultural Studies
Schools
Segregation
Students
Studies
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Summary:Reading Aztlán Arizona and living in Tempe, Arizona, I could not help but wonder how, if at all, the educational activists interacted with the thriving Chicano arts collectives of the time. I wanted to know if the activists that Echeverría examines were also involved in the efforts to contest English only initiatives in the 1980s and 1990s. Owing to economic and residential disparities, as well as education reform policies such as open enrollment, Arizona schools are still largely segregated and curricularly unequal. Since the 1980s, many states have seen a rise in race-neutral strategies that have had or maintain devastating disparate impacts.
ISSN:1476-3435
1476-3443
DOI:10.1057/lst.2015.35