Open AccessThe Struggle for Mexican American Studies in Texas K-12 Public Schools: A Movement for Epistemic Justice through Creation/Resistance
Author(s) -
Lilliana Patricia Saldaña
Publication year - 2021
Publication title -
the journal of the association of mexican american educators, inc./the journal of the association of mexican american educators, inc.
Language(s) - English
Resource type - Journals
eISSN - 2377-9187
pISSN - 2377-9160
DOI - 10.24974/amae.15.2.421
Subject(s) - grassroots , resistance (ecology) , indigenous , economic justice , state (computer science) , victory , sociology , movement (music) , social movement , curriculum , mexican americans , political science , law , media studies , pedagogy , aesthetics , anthropology , politics , ecology , philosophy , algorithm , ethnic group , computer science , biology
This article traces how Mexican American Studies (MAS) scholar activists led and supported a statewide movement for MAS in Texas. As a Xicana feminist scholar activist, Saldaña draws from her retrospective memory and personal archive of organizational notes, movement documents, personal testimonies before the State Board of Education, and photos, to document her journey within this epistemic justice movement. In doing so, she narrates the processes of creation/resistance that led to change in a state that has historically excluded Black, Brown, and Indigenous histories from school curricula. As a scholar activist involved in various parts of this movement, Saldaña also examines the various interconnected layers of this movement—from local efforts in San Antonio, where she teaches, to statewide organizing—to chronicle the institutional and grassroots processes that led to this historic victory in Texas.