The Fluidity of Historical Analysis: Students' Interpretations of "Mendez v. Westminster"

Autor/inn/en	Santiago, Maribel; Patrón-Vargas, Jasmin
Titel	The Fluidity of Historical Analysis: Students' Interpretations of "Mendez v. Westminster"
Quelle	In: Association of Mexican American Educators Journal, 13 (2019) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.13.1.422
Schlagwörter	Desegregation Litigation; Historical Interpretation; History Instruction; High School Students; Grade 11; Mexican Americans; Student Experience; Race; Ethnicity; Language; Social Discrimination; Whites; Advantaged; California (San Francisco) + Suchen Sie Ihr Suchwort? Historische Interpretation; History lessons; Geschichtsunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Hispanoamerikaner; Studienerfahrung; Rasse; Abstammung; Ethnizität; Languages; Sprache; Soziale Benachteiligung; Soziale Schließung; White; Weißer
Abstract	Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on "Mendez v. Westminster" was used as part of a curricular intervention to explore the following question: How do students use their experiences with race/ethnicity and language to understand how discrimination was enacted in a different time? A grounded theory approach was used to identify patterns and codes from the data including student work, student interviews, and classroom observations. Findings reveal that students' lived experiences served as a tool for understanding racial/ethnic discrimination and reasons why 1940s Mexican Americans claimed whiteness. At the same time, students' lived experiences limited their ability to recognize language segregation in the 1940s. Having said this, students in this study view history through various lenses: 1) a racialized lens that recognizes White privilege; and 2) a language lens that reifies language discrimination. The authors conclude by presenting the complexity of students' intersectional identities in shaping their historical analysis. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01