Reading, Writing, and Revolution

Escuelitas and the Emergence of a Mexican American Identity in Texas

Bibliographic Data

ID19938005
AuthorsPhilis Barragán Goetz (0000-0002-1916-7631, corresponding author)
Year2020
Publication date2020-12-31
Open AccessNo
TypeBOOK
VenueReading, Writing, and Revolution (SOURCE_BOOK)
PublisherUniversity of Texas Press (PUBLISHER • US)
DOI10.7560/320914
OpenAlexW4246216075
Open LibraryOL34946291M
ISBN9781477320938
LanguageEN
Citations received12

Language has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans' relationship to education—including their enrollment in the Spanish-language community schools called escuelitas—served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity. Philis M. Barragán Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragán Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity

Art · Linguistics · Literature · Reading (process) · Computer Science · History · Indigenous Cultures and Socio-Education · Latin American and Latino Studies · Latin American history and culture · Philosophy · Education

Tools

Open DOILibgen