"If There Is No Struggle, There Is No Progress": Transformative Youth Activism and the School of Ethnic Studies

Autor/inn/en	Cabrera, Nolan L.; Meza, Elisa L.; Romero, Andrea J.; Rodriguez, Roberto Cintli
Titel	"If There Is No Struggle, There Is No Progress": Transformative Youth Activism and the School of Ethnic Studies
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 1, S.7-22 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-012-0220-7
Schlagwörter	Activism; Students; Ethnic Studies; Mexican Americans; Reflection; Community Schools; Resistance (Psychology); Urban Education; Arizona + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Student; Schüler; Schülerin; Studentin; Hispanoamerikaner; Community school; ; Gemeindeschule; Gemeinschaftsschule; Resistenz; Stadtteilbezogenes Lernen
Abstract	In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10