ethnic studies

An Arizona law banning ethnic studies violated students’ constitutional rights, a federal judge said Tuesday. His ruling made clear that the state showed discriminatory intent when it essentially shut down a Mexican-American Studies program at Tucson Unified School District.

“Both enactment and enforcement were motivated by racial animus,” Federal Judge A. Wallace Tashima said in the ruling.

With this news, a portion of the law, prohibiting classes designed for students of certain ethnic groups, has been struck down, but the federal judge has yet to issue a final judgment and redress for the violation.

Despite this decade-long debate in Arizona, ethnic studies programs have grown in popularity throughout the country.

Federal Judge Finds Racism Behind Arizona Law Banning Ethnic Studies

Illustration: LA Johnson/NPR

Black and Latinx teens, on average, are more vulnerable to the type of abuse that provokes a teen to run away from home because they are more likely to live in high-risk environments. But prevailing narratives that these missing children are just runaways leads to less sympathy and media coverage for them when they are reported as missing.

Take the case of Relisha Rudd, an eight year old who went missing in D.C. in 2014. Her case was almost exclusively covered by The Washington Post, and a handful of local and black news outlets. Cable news did not loop the disappearance of Rudd like they did for the highly publicized cases of Natalee Holloway, Elizabeth Smart or Caylee Anthony.

Little mainstream media coverage is contingent upon the belief that black and brown girls are less valuable, says Hillary Potter, a professor of ethnic studies at the University of Colorado Boulder. And she adds the lack of coverage has another dangerous effect: It can perpetuate the idea that black and brown girls aren’t victimized.


Riots in Watsonville? Haven’t heard of it?
Watch this video and learn about this dark episode in Asian American history.

This study seeks to understand the impact of Asian cultural values on issues related to mental health. With this study as a foundation, I hope to provide the tools necessary for researchers and clinicians to design interventions that speak directly to Asian cultural values. I am hoping to recruit Asian Americans over the age of 18 who reside in the U.S. The study may take up to 30-45 minutes to complete. Participants will be entered into a drawing for multiple $100 gift certificates or have the researchers donate to a legal aid organization such as the ACLU.

What the Ilvermorny Houses study in college

Thunderbird: Biology, Ethnic Studies, International Relations, Music, Global Studies, Archeology, Photography

Pukwudgie: Nursing, Non-Profit Management, Peace/Conflict Studies, Social Science, Human Resources, Psychiatry, Social Work

Wampus: Journalism, Political Science, Gender Studies, Military Technologies, Strategic Intelligence, Physics, Athletic Training

Horned Serpent: Chemistry, Education, Philosophy, Mathematics, Classical and Ancient Studies, Medicine, Astrophysics

Shocking New Study Reveals Adults Perceive Black Girls As Less Innocent, Need Less Protection
A stunning report new report reveals adults perceive Black girls to be less innocent, need less protection / nurturing, know more about sex and seem older th...

So students at my university have been fighting the administration to include ethnic studies as part of a requirement for a diversity course we need to take in order to graduate.

This includes Pan-African, Chican@, and Asian American studies.

An anonymous group plastered this garbage all over campus. You can tell they’re white.

No one complains about taking a history class because they know it’s required.

But teach anything besides white history in the US and all hell breaks loose.

This pissed me off so much and I attended to senate protest yesterday and the council (who were predominantly white, and my school’s student population is mostly PoC) were pressured to vote for the motion to make ethnic studies a diversity requirement.



Go home and cry and use this fuckwad of a flyer as your tissue to wipe away your white tears.

A Chicano Poem by Lorna Dee Cervantes

They tried to take our words,

Steal away our hearts under

Their imaginary shawls, their laws,

Their libros, their “Libranos señor"s.

No more. They tried to take

Away our Spirit in the rock, the Mountain,

The Living Waters. They tried to steal

Our languages, our grandmothers’ pacts,

Our magma cartas for their own serfs.

They razed the land and raised a Constitution,

Declared others 3/5ths a human being,

Snapped shackles, cut off a foot,

Raped our grandmothers into near mute

Oblivion. They burned the sacred codices

And the molten goddesses rose anew

In their flames. They tried to silence a

Nation, tried to send The People back

To the Four Corners of the world. They drew

A line in the sand and dared us to cross it,

Tried to peel off our skins, Xipe Totec

Screaming through our indigenous consciousness.

They tried to brand "America” into our unread

Flesh, the skull and crossbones flying at

Half-mast. They tried to put their eggs in

Our baskets, tried to weave the Native

Out of us with their drink and drugs, tried to

Switch their mammy-raised offspring, beaded and

Unshaven, as the colorless pea under our mattresses

In a cultural bait and switch, hook and bait.

They tried to take our words,

Give us the Spanish translation for

“Pain,” serve us the host of fallow fields on a

China plate, stripped us of the germ and seed,

Fed us in a steady diet of disease and famine.

Where is the word for tomorrow to the dead?

When is our kingdom come? They claim our

Reclamations; our reparations, a thing of our

Imaginations. I discover this truth

To be self-evident: In the beginning

We were here.

I declare us here today

And speaking.

Lorna Dee Cervantes

(to be read aloud at The Alamo for Librotraficante and against HB 2281,

San Antonio,


anonymous asked:

I think they were asking what subjects or majors you would see the labels you have studying in school !!

thank you !!! since there wasn’t any labels specifically mentioned, i just did a few different ones. but really, any label could do any major if you want them to !! it all depends on your character’s personal interests, which may or may not reflect their label !! i found it difficult to do it for labels based on personality, as opposed to interests. such as the vixen, the connard, etc !! i honestly feel as though any label could very well be interested in completing any major, if the interest is there !! if you have any questions about why i chose the major’s i did for a particular label, feel free to ask !!! i understand that some of the reasoning might not be as easily understood without an explanation !! all of the following majors were found from the following websites:  this, this, this, this. i also found a lot of major’s that i couldn’t fit into each of the labels, so if anyone wants a full masterlist of college major’s, let me know !! 

  • the academic — education, bilingual education, early childhood education, elementary school teaching, high school teaching, middle school teaching, teacher assistant, teaching english as a second language
  • the activist — history, journalism, peace/conflict studies, political science, women/gender studies, philosophy, non-profit management, speech and rhetorical studies, ethnic/cultural minority and group studies, human rights, 
  • the artisan — dance, ballet, fine/studio art, graphic design, interior design, music, arts management, english/writing, architecture, construction management, visual studies, arts and entertainment management, photography, performing arts, 
  • the anthomaniac ( + animal lovers ) — environmental science, forest management, biology, fisheries and wildlife, marine science, pre-veterinary medicine, parks, recreation and leisure studies, animal science, oceanography, 
  • the astrophile — astronomy, astronomy and astrophysics, atmospheric sciences and meteorology, space systems operations, physics, planetary astronomy and science, astrophysics. 
  • the athlete — sport management, exercise science, nutrition science, rehabilitation and therapy, sports medicine, health and physical fitness, physical education teaching and coaching, sports communication.
  • the bellwether — apparel/textile design, fashion design, fashion merchandising, business, marketing, fashion modelling, fashion and fabric consultation, theater design and stagecraft, design and visual communications, costume design. 
  • the benevolent — allied health, nursing, emergency management, public health, psychology, midwifery, rehabilitation and therapy, social work, long term care administration.
  • the bibliomaniac — english/writing, education, history, journalism, language studies, children and youth library services, library and information sciences.
  • the dirtbag ( + hoyden ) — automotive technology, automotive engineering technology, vehicle maintenance and repair technologies, automotive-body technology.
  • the ecclesiastic —  religious studies, religious education, bible studies, religion and the humanities, christian studies. 
  • the epicure — culinary arts, food science, nutritional science, food chemistry, foods, nutrition and wellness studies, restaurant and food services management, restaurant and culinary management, hotel, motel and restaurant management. 
  • the fervour/quixotic — romance languages dual major, romance languages and the literature, 
  • the guardian — public health, criminology, emergency management, legal studies, crimonology, law enforcement investigation and interviewing, police science, criminal justice, social work.
  • the gregarious — hospitality management, marketing and sales, business administration and management, psychology, human resources, public relations management, physical therapy, general management, 
  • the hacker — video game design, web design/digital media, computer science, software engineering, computer programming, computer systems analysis. 
  • the magnate — business/finance, hospitality management, economics, international relations, business management administration, accounting, investment and securities, human resources, international business, sales and marketing, 
  • the muso — music management and merchandising, conducting, music teacher education, music theory and composition, music performance, music theory, jazz studies. 
  • the netizen — video game design, web design/digital media, computer science, film/broadcast, game and interactive media design, computer graphics, graphic design, robotics technology. 
  • the phoenix — legal studies, social work, youth services, student counselling, psychology, criminology, counseling psychology, human services, premedicine, sociology, community psychology.
  • the savant ( + maths ) — mathematics, accounting, biology, chemistry, materials science, imaging science, computer science, energy science, marine science, applied science.
  • the thespian — film/broadcast, cinema and media studies, film production, film studies, performing arts, drama and dance teacher education, musical theatre, theatre art, acting.
  • the traveler — recreation and tourism management, international studies, language studies, international relations, geography, geographical studies, global studies, international business, tourism and travel management. 
  • the writer — creative writing, american/british/canadian literature, english, english composition, general literature, languages, classics, library and information science, comparative literature.  

People-of-Color-Blindness: A Lecture by Jared Sexton (by UCBerkeleyEvents)

SOOO ELOQUENT! SO CRITICAL! I LOVE IT!! I wish I took one of his courses when I was still at UCI.

I wish to be this eloquent, critical, intelligent, and thought provoking during my journey in graduate school, when ever that will be. :D Aspiring to better my self.

Reflection on Epistemology and Chicano/a Studies

According to the Merriam-Webster online dictionary, Epistemology is “the study or a theory of the nature and grounds of knowledge especially with reference to its limits and validity”. Chicana/o Epistemology then is the nature and origin of Chicana/o knowledge. This is a topic that I have often found interesting, especially in terms of my own knowledge. As a Chicana, do I carry Chicana/o knowledge in me? Am I part if the nature and origin of Chicano Epistemology? In reading Marcos Pizarro’s “Searching for Curanderas: A quest to Revive Chicana/o Studies” (2004) and Aida Hurtado’s “The Transformative Power of Chicana/o Studies: Social Justice and Education” (2005) I got interesting views on Chicano Epistemology and how it affects Chicana/o Studies.

            Pizarro article was powerful. I felt that although he highlighted the strengths and history of Chicana/o Studies he did not sugar coat its deficiencies, particularly in its educational framework. By stating that “Chicana/o Studies is in a coma”, he opened my mind to reflection instead of blind acceptance. His article turned me on to change within Chicano/a Studies and how it can be achieved. He was not just criticizing; he was offering methods of improvement in order to survive. How does Chicano/a Studies not cave in to the “American” educational framework? How do we create a unique new system of knowledge?

            This article’s highlight of Chicana/o knowledge systems was interesting. I never felt that my inherent history could be used as academic knowledge. The thought of it was strange, I carry knowledge within me that can inform and educate others just because I am Chicana.  This reminded me of my time as an undergrad. I was in class when we began discussing Proposition 209. I was feeling marginalized because I was against it. Most of my classmates were white and actually asked those of us who were of color to prove to them why they (white people) should “give” us Affirmative Action, as if it were a privilege. I recall feeling impotent anger because I didn’t have statistics and “book” knowledge to dispute their arguments. I didn’t understand that the knowledge was in me, due to my experience and my cultural and racial history. Chicana/o knowledge systems describe a personal identification with knowledge that is also socioeconomic and political.

            Pizarro’s article also brought up many internal questions regarding my desire to teach Chicana/o Studies in the future.  I would love to teach Chicana/o’s in the arts, but what will I be contributing? Will I create material that is important and inherent to the field of Chicana/o Studies? Will it empower the community? I feel like this article created many questions. I agree with Pizarro’s outlook on creating a framework based on Chicana/o knowledge systems. This framework can redirect Chicana/o Studies away from the “American” framework and provide the valid arguments against naysayers who wish to discredit the program.

            Hurtado’s article was a lot more positive about Chicana/o Studies than Pizarro’s. She pointed out Chicana/o Studies strengths by illustrating the obstacles our forefathers overcame.

She discusses the structural disadvantages of Chicana/o Studies, because of the different disciplines the founders trained in and the disrespect they received from their colleagues’ due to their choice of pursuing Chicana/o Studies. She includes the underfunding suffered, the personal cost of being isolated and scrutinized, the demand of solidarity even when suffering internal departmental conflict, and physical and psychological costs.

The article felt very personal to me. She began with a personal story about her experience in her first Chicana/o Studies class in college. She expressed the enthusiasm she felt when she recognized herself and her community in the class discussion. This took me back to my first experience in Chicana/o Studies 155. How excited I felt to write about my personal experience. My frame of reference was valid and understood, because my professor could relate. It was the first time in my life I had a Chicano teacher. I was working within a Chicano framework, not an Eurocentric framework.

Hurtado’s article discusses the “transformative power” of Chicano Studies. Although it was a positive outlook, she still touches on Chicano knowledge systems, “…personal narratives can also converge with communal and political narratives, providing a richer historical analysis of an intellectual field”.

Both articles gave me food for thought. It was interesting reading two different view points on Chicana/o Studies. Although both articles discussed Chicana/o Studies and it’s epistemology historically, I felt Pizarro’s was blunt and forward thinking. He is looking at a way to improve Chicana/o Studies. I think that his comments represent what many Chicana/o’s feel today. Maybe we are in a “race war”, and we need to take a good look at the frameworks we are working with. What do we need to improve? I feel the same way about Chicano Theatre.  I think it’s in a coma. How do we revive it and include the different stories that drive and represent us?

Pizarro made me think about a lot more than Chicana/o Studies; he made think about Chicana/os as whole and within every framework. What is our Chicano knowledge system at work, home, or artistically? I think I need to find a curandera intelligentsia. It’s time to shake things up.