Chicana Movidas Cheat Sheet PDF

How does each image represent how Chicanas were viewed during the Chicano Movement? ○ Chicano muralism showed a lot of art that presented the new world that the youth of chicanos ○ Left image: represents power and...

How does each image represent how Chicanas were viewed during the Chicano Movement? ○ Chicano muralism showed a lot of art that presented the new world that the youth of chicanos ○ Left image: represents power and authority, as well as independence and taking action were living in (Blackwell Page 138-139) homemaking movidas (Chapter 7) ○ Right image: represents stereotypical femininity and views women as objects to promote their “born from the Mexican mural tradition creating historical continuity that linked parties early resistance to colonotion and conquest to the struggle for independence to now What are the politics embedded in each image? the contemporary Chicano condition” (Page 139) ○ left image: Represents a lot of the Chicana movements that were happening throughout the they call to the urgency of right now greater Chicano movement. artist grew up viewing the heart waves in the fields, and the children having to be ○ Right Image: The party is utilizing women as a way to garner votes rather than taking in their under trees as no child care centers existed own opinions and values, creating changes for chicanos and only utilizing women as people to be ○ For [Rosa] Ramón’s and García’s migratory narratives, family histories, and person experiences within their movements. influenced their work with various social justice movements in the Yakima Valley. (De la Torre, How did Chicanas contest and contribute to the movement? Page 164 Chapter8) ○ Contested the movement by being involved in homemaking movidas (“which we define as both they started a radio in which they were able to create a space that talked about their organizing work within existing Chicano movement projects and their efforts to create news, job openings, learn about HIV/AIDS, etc. (De la Torre page 160) separate and independent Chicana institutions” Cotera page 16), creating their own alternative Discuss the activism of at least two of the Chicanas highlighted in the Chicana Movidas anthology to answer spaces that were created to make their own spaces and talk about their issues since they were this questions. largely ignored in the greater chicano movement ○ Ester Hernandez was an artistic activist who made a lot of Chicana artwork honoring the labor of Chapter 4, women and the creativity of other female artists (page 139) artist of Yaqui and Chicano descent Susana L Gallardo and how catholicism is mainly patriarchal and raises consciousness around ecological issues,environmental racism, and human leaves little room for chicana women as “a specifically Chicana rights violations within the US and abroad feminist critique that focused on patriarchal religious nroms Hernandez formed as an artist in the movement, using her skills to make signs, restricting women’s sexuality and reproductive rights” (Gallardo page banners, and art (Blackwell, 143) 92) Chicanas from Guadalupe would organize and gather for the retreat, a ○ Rosa Ramón was a activist who helped build a Spanish-speaking radio station formulaic weekend of self-reflection and religious engagement aimed influenced other women to challenge the traditional gender division of labor (170) at renewing the spiritual life of lapsed Catholics and spread quickly Chicanas entrance in male-dominated radio spaces was revolutionary not just for throughout the Southwest (Gallardo page 94) Chicana/o communities but also for noncommercial radio as a whole (De la Torre created their own space within these retreats, which previously only 170) included married women, to “include single, then divorced women” (Gallardo 94) Make sure to engage the concept of Movidas to answer your question and at least one of the articles by Levins “[Maria] carefully distinguished, however, between the rejection of Morales, Castaneda, and Moraga. Give at least three examples for each person to inform your answer. her faith and the rejection of the priest’s judgment, concluding ‘It ○ Levin Morales Historian as Curandera wasn’t that I was against God; I was just against the priest.” ( “A strong sense of their own history among the oppressed undermines the project Gallardo page 99) of domination” (Morales, 1) all of these were actions by chicana women to empower themselves through Centering Women in different stories changes the way that we think about history, religion against male-centered areas. with Morales giving the example that the Arawak culture probably continued to ○ They were able to enact movidas of crossing (Cotera, page 21) where they were able to contribute have an influence on rural Puerto Ricans much later than originally thought due to coalitions between different movements over a shared interest (do more research) areas controlled by non-elite women (Morales, 2) Chapter 16, Olga Talamante “making history available to those who need it most is not a separate process from “Chicana Consciousness… crucially important in my understanding researching and interpreting. The task of the curandera historian includes delivery” of women’s oppression and the ganders of ‘speaking bitterness’” (Morales 8). (page 291).. Analyzing the table above, worked a lot in Mexico City and Chiapas for different movements, how does “illegality” and the fear of deportation speak to the lives of Mexican communities in the United also met others who were from Argentina and traveled to New York States during the mid-20th century? and now Mexico (page 292) ○ The Mexican Question talks about how “the threat of deportation has been an important weapon after being empowered to do something, they were able to used by reactionary forces to break strikes and keep the workers from organizing” (Mexican connect and create coalitions with other activists, such as for Question, 2020). education, labor rights, etc. The reading talks a lot about how Mexican peoples were facing incredibly awful Answer the question using the concept of movidas from Chicana Movidas, and medicinal histories (Aurora conditions, such as wage differences, awful conditions, and Americanization. By Levins Morales). viewing the table above, we can see how this deportation was used in 1954, when ○ Concept of movidas: Operation Wetback began. homemaking, hallways Use historical examples (passing of immigration acts, guest worker programs, demographic shifts, ○ Medicinal history social/cultural production, social movements, and changes in the political economies of the country) to discuss can talk about the homemaking movidas and how they were useful in creating their where “illegality” emerges from. OWN histories that benefited/ took into account their voices. ○ bracero programs and deportation during the 40s and 50s Kelly Lytle Hernandez: The Crimes and Consequences of Illegal Immigration: A Make sure to give at least two concrete examples/individuals from the Chicana Movidas anthology in your answer. Cross Border Examination of Operation Wetback What motivated them to stand up and say “Ya Basta!” ENOUGH? “Mexican officials participated in migration control along its northern ○ Mexican Questions lists how there is a “crisis” for mexican communities in forms of job border according to Mexico’s domestic interests in regulating the competitions, wage differentials and discrimination, disfranchisement, illiteracy, and much more. international mobility of Mexican laborers” (page 422) Their social status is low, compared to black people in the South. This need to gain rights within “Disappointed by the limits of the Bracero Program, many poor a country which exploits them for their labor calls for reforms. (mexican questions, 2020). Mexicans headed to the U.S.-Mexico border, where they crossed How did their lived experience reflect their activism and political and/or artistic work? without authorization” (page 425)  “Mexican officials demanded that in exchange for participating in the ○ “Mexican Americans were a conquered population as a result of the Mexican war in the facilitation of legal immigration through the Bracero Program, the nineteenth century. Mexican nationals who had entered the United States served as exploited, U.S. needed to improve border control and return to Mexico those unskilled workers” (Vargas 576). who surreptitiously crossed” (427) How did these struggles impact and shape Mexican American youth by the 1940s? this is where “illegality” emerges as Mexicans continue to cross ○ Mexican American youth were “rejecting both traditional Mexican and mainstream American the border illegally, culture” (Escobedo 134). ○ “The persona created by pachucas did take on a political meaning, as the young What tensions and divisions existed between Mexican and Mexican American communities? Make sure to women outwardly challenged the vision of American commonality by embracing a incorporate examples used in lecture and discussion to answer your question. womanhood that emphasized cultural differences.” (Escobedo 149). ○ Since Hernandez talks a lot about “requests from landholders in the state of Jalisco complaining “pachucas refused to fit the mold of ethnic immigrants who accepted a common about the loss of 350 to 400 men and their families to migration” (Page 426) Americanism” (Escobedo 149-149) tensions about farmworkers losing their agriculture workers due to them illegally migrating to the United States as their wages/situations dont qualify for the bracero Discuss how these events emerged. program. ○ c). Martha Menchaca Constructing Race (rise of Chicano cultural nationalism and the Denver ○ Pachuca Panic talked a lot about how Mexican American youths were “deemed too Youth conference in 1969 which was primarily brought out due to the civil rights ‘Americanized’ by the older generation” (Escobedo page 144) movements of the time and working-class Mex-Am students wanted to study their roots.) “a daughter’s experimentation with the Pachuca identity ultimately represented the “Exploring their indigenist roots was the primary concern of many social activists corrupting influence of American sexual patterns on Mexican culture” who had turned to the study of race as a means of contesting dehumanizing views older generations were getting to a boiling point in which they were very against that alleged that Brown people were poor because they were culturally deprived the American culture leaving a mark on the youth, creating distrust between them. and racially inferior” (Menchaca 19) discuss how Mexicans were perceived in the 1910s, 1920s, and into the 1930s in the United States? the “‘Epic Poem of Aztlán”’ was recited at the conference, showcasing a seminal ○ 1910s outline of Mexican Americans’ indigenous foundations (Menchaca 19) “Mexican Revolution of 1910 is a defining event of the twentieth century and also Conference was organized as a meeting place for Mex Am students to discuss how the starting point for understanding the trajectory of Mexican radicalism in the Anglo-American racism had shaped the Mexican experience in the United States U.S.” (Chacon 115) (Menchaca 19). “Dias [was] an ally to the US, but economic stability was paramount for the broad ○ e. Chicana Movidas (the rise of the Chicana movement) array of capitalist investors moving vast stocks of capital into Mexico. The They emerged out of the intersecting social, economic, and political experiences to repression of the PLM (Partido Liberal Mexicano) intensified as it grew in size and deploy Chicana’s own political and cultural technologies against the fronts of influence on both sides of the border, as their followers conducted armed uprisings struggle that they faced (Cotera 3). in Mexico, and as they began organizing Mexican workers alongside the Left in the Creating their own spaces for different approac U.S.” (Chacon 129). What material conditions did Chicanos face? How did they contest these conditions? What strategies did they ○ 1920s use? “Between 1925 and 1929, the heaviest immigration from Mexico took place” ○ Chicanos previously faced De Jure segregation as a means of not being naturalized within the (Mexican Question, 2020) United States. continued to suffer labor exploitation and lower social status. Chicano youth faced “educational segregation” at a national level up until 1954 “Los Angeles County officials misrepresented those whom they hoped to expel, (Menchaca 291) since in order to achieve savings they cited they would have to repatriate families Brown v Board of Education ruled that all forms of educational segregation were on relief headed by both Mexican-descent American citizens and Mexican-born against the law, but still faced much of the segregation, with 50% of students still immigrants legally in the country. being in segregated schools in 1968. lots of sentiments were about deporting immigrants due to the Great Participated in a multitude of protests Depression, yet only a small amount of Mexicans were deported and What internal issues or contradictions did they have and how did this impact the other events and movements? many more were laborers. Use lecture and readings to answer thoughtfully. ○ 1930s ○ Intro: Cotera Movidas “marked the first time in history of international migration between the U.S. and Chicanas found that a lot of identifications were being left out of the greater other countries that the federal government sponsored and supported the mass Chicano movement, such as sexuality, religion, and class, so they developed expulsions of immigrants. Because federal, state, and local authorities refused to concepts, tactics, and methodologies that turned into new theories, art forms, recognize that Mexican Americans and Mexican immigrants were permanent organizational space, and strategies of alliances. (Cotera 1-2). members of U.S. society, people of Mexican descent were especially vulnerable to Chicanas met in spaces outside or between main events to mobilize strategies to government programs to deport and repatriate foreigners” (Gonzalez 77) challenge the internalities of power that was male-dominated (Cotera 12) Zaragoza Vargas explains a lot about helping her people out and the 1938 Pecan Movidas can be seen as a way that was used to remember the lesser-known figures Shellers’ Strike in which they were able to strike for better wages and benefits. of the Chicano movement, such as the women who were involved in beginning However, the “disturbance amplified the already strong sentiment against the larger movements. Expanded the agenda of the Chicano movement and the Mexican-based labor movement” (Vargas 568). women’s movement, rather than a monolithic vision of social change (Cotera 12) held a lot of instances of wanting to fight back against the oppressors and gain ○ more civil rights. Finally, conclude with a personal reflection on how you understand the Movimiento and its impact. What impact did assimilation projects and labor subordination have on Mexican communities throughout the ○ early 20th century? ○ “The persona created by pachucas did take on a political meaning, as the young women outwardly challenged the vision of American commonality by embracing a womanhood that emphasized cultural differences.” (Escobedo 149)