Diálogo最新文献

{"title":"Twenty Years of Latino Studies at Indiana University: From Student Protest to Celebration of Latinx Cultures","authors":"Sylvia L. M. Martinez","doi":"10.1353/dlg.2021.0003","DOIUrl":"https://doi.org/10.1353/dlg.2021.0003","url":null,"abstract":"Abstract:Officially founded in 1999, the Latino Studies program at Indiana University recently celebrated 20 years on campus. Archival research, however, shows that the idea for the program started in the 1970s, spurred by a negative racial incident on campus. Despite recent growth of the Latinx student population on campus and growing interest in Latino Studies courses, the program has had to fight for resources and against threats of consolidation. This piece demonstrates that despite a modest budget, the program has successfully organized high-profile events showcasing Latinx arts and cultures.","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126890756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Shared Community: Chicano Studies at the University of Minnesota","authors":"D. Valdés","doi":"10.1353/dlg.2021.0013","DOIUrl":"https://doi.org/10.1353/dlg.2021.0013","url":null,"abstract":"Abstract:This essay examines the creation and twentieth-century history of the Department of Chicano Studies (currently the Department of Chicano and Latino Studies) at the University of Minnesota. Influenced by contextual factors of geography, demography, the public university system, and the concurrent Chicano movement, its formation was the direct result of struggles by students and a supportive community. Almost from the start, it faced repeated attacks that threatened its survival, based on hypocritical standards and the intensifying influence of neoliberal ideology. Students and their community allies repeatedly rose to the occasion, exposing the hollowness of that ideology, an updated version of long-discredited social Darwinism.","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130838629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Northern Illinois University: Center for Latino and Latin American Studies, Interview with Christina D. Abreu and Michael J. Gonzales","authors":"Lucía M. Suárez","doi":"10.1353/dlg.2021.0007","DOIUrl":"https://doi.org/10.1353/dlg.2021.0007","url":null,"abstract":"© 2021 by the University of Texas Press In 1979 Vernon Lattin, an English professor, was named director of the center. He was followed by Felix M. Padilla, a sociology professor, in 1982. Padilla left Northern Illinois University (NIU) in 1988, and Michael J. Gonzales was hired as acting director. He was appointed director in 1989 and remained in that position for twentyfour years, until his retirement in 2013. Kristin Huffine, a history professor, then took on the acting director role until 2017, when I moved to NIU to fill the position as director. A number of student organizations have been associated with and found support from the center. In the early years, students formed the Organization of Latin American Students (OLAS); FLORES, a Latina social organization; and the Movimiento Estudiantil Chicano de Aztlán (MEChA). Formed in 1975, OLAS was responsible for helping Latinx students create community on campus, adapt to university life, and find resources to support their career goals. That mission was formalized when the university created the Office of University Resources for Latinos, in 1986; eventually that office, which focused on student support services, was renamed the Latino Resource Center (LRC). Most recently, the center has been affiliated with the Latinx Law Student Association (LLSA); Dream Action NIU, the studentled organization founded to create awareness and generate support for undocumented students on our campus; and the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS), a national association that seeks to increase support for underrepresented and minority students in STEM fields.","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"546 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129815458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Struggle to Fully Institutionalize Latinx Studies: The Detroit Latinx Community, Academic Activists, and Wayne State University, 1971–1998","authors":"J. Cuello","doi":"10.1353/dlg.2021.0014","DOIUrl":"https://doi.org/10.1353/dlg.2021.0014","url":null,"abstract":"Abstract:Latinx Studies programs are a legacy of the national civil rights movement that, since the 1960s, has been transforming society by challenging all established hierarchies of power. This is the story of how, in 1971–1972, the Detroit Latinx community joined non-Latinx activists inside Wayne State University to found the Center for Chicano-Boricua Studies. It is the subsequent story of how Latinx academic activists inside the university fought for permanency of the center, with the external political support of the community. The narrative of the struggle ends in 1998, but the struggle itself continues today.","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127954476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From the Guest Thematic Editor: Building Latina/o/x Studies: Case Samples from the Midwest","authors":"Lucía M. Suárez","doi":"10.1353/dlg.2021.0012","DOIUrl":"https://doi.org/10.1353/dlg.2021.0012","url":null,"abstract":"","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114843179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latina/o Studies at the University of Michigan: Negotiating Inclusion and Exclusion in the Midwest","authors":"Lawrence La Fountain-Stokes","doi":"10.1353/dlg.2021.0000","DOIUrl":"https://doi.org/10.1353/dlg.2021.0000","url":null,"abstract":"Abstract:While Latinx students have pursued education at the University of Michigan since the late nineteenth century, it was only 1970s and 1980s activism that led to the establishment of an interdisciplinary Latina/o Studies program in Ann Arbor. The history of this unit is marked by initial instability and lack of consistent institutional support, but has led to notable outcomes, including groundbreaking PhD dissertations. This essay traces the complex history of Latinx students and faculty at the University of Michigan since the late nineteenth century and offers careful contextualization of the Latina/o Studies Program since its creation, in 1984.","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124667590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wayne State University: Center for Latino/a and Latin American Studies, Interview with Jorge Luis Chinea","authors":"Lucía M. Suárez","doi":"10.1353/dlg.2021.0006","DOIUrl":"https://doi.org/10.1353/dlg.2021.0006","url":null,"abstract":"© 2021 by the University of Texas Press Under the banners of Brown, Black, and Red Power, they pushed back against the historical oppression and exclusion to which the Anglodominated system had subjected them and demanded cultural inclusion, fair treatment, a rightful share to a quality education, wellpaying jobs, decent housing, and participation in our democratic institutions of government. They voiced their just claims through mass protests, marches, boycotts, walkouts, sitins, and other expressions of civil disobedience. The creation of LEM reflected the LASED and New Detroit activists’ commitment to making a better world for the disenfranchised masses who languished from the combined effect of poverty, dilapidated homes, subtractive educational curricula, and unresponsive political systems. The LEM agenda entailed preparing a pool of socially conscious leaders to return to their marginalized communities equipped with the educational tools, practical skills, and connections necessary to make a real difference in the lives of impoverished residents. The reinvigorating influence of the women’s movement of the 1960s and 1970s also energized the early efforts to challenge the status quo. The one iconic example that readily comes to mind, of course, is Dolores Huerta, of the United Farmworkers Union, whose prominent participation in organized labor contributed to the reevaluation of traditional gender roles within the Latino/a community. Eventually, the increasingly visible involvement of other Latinas in multiple public and private arenas fueled growing calls for replacing the divisive, oppressive machista paradigm with a genderinclusive approach. Members of El Movimiento, the Young Lords, and other sociopolitical movements of that era featured feminist critiques in their respective analyses of the reigning patriarchal social order. Despite the maleexclusive title of Latino En Marcha, two of its first coordinators, María TorresGuzmán and Isabel Salas, served as role models for countless young women who enrolled in the progressive educational experiment. Those who entered the program then or in the years to Wayne State University: Center for Latino/a and Latin American Studies, Interview with Jorge Luis Chinea","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114286620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intersectional Chicana Feminisms: Sitios y Lenguas by Aída Hurtado (review)","authors":"H. Ireland","doi":"10.1353/dlg.2021.0011","DOIUrl":"https://doi.org/10.1353/dlg.2021.0011","url":null,"abstract":"© 2021 by the University of Texas Press exercises designed to employ theoretical insights in experiential ways. Hurtado emphasizes how Chicana feminist theorists have “reconceptualize[d] gender unanchored from the conventional understandings largely moored to a Western hegemonic view of the self,” a vital contribution of Chicana feminist thought that anchors the text (62). Gloria Anzaldúa, a principal escritora of Chicana feminism, is featured prominently in the book, though so too are scholars with whom students may be less familiar, such as Emma Pérez, Martha Cotera, Maria E. Cotera, and Norma Cantú. In the first chapter, “Sitios y Lenguas: Creating Chicana Feminisms,” Hurtado places the foundational insights of Anzaldúa and Pérez in scholarly conversation and locates the ways in which claiming space, discourse, and “languaging” have generated knowledge that attends to Chicana positionalities. The book offers a testament to the revolutionary contributions that Chicana lesbian and queer thinkers have made to the field from its beginning. Indeed, Hurtado demonstrates how a focus on sexual subjectivity and liberation has been central to the development of Chicana feminisms. Another chapter, “ ‘Me Siento Continente’: Chicana Feminist Methodologies,” is devoted to charting Chicana feminist methods of writing, language, collaboration, testimonio, and autohistoria, which archive the Chicana body and lived experience to create liberatory knowledge. Elba Sánchez’s conceptions of cartohistografía are featured here, providing a deeply interdisciplinary approach that conceives methodologies beyond masculinist Western conceptions of the self and the world. As is likewise demonstrated in Anzaldúa’s work, Chicana feminist cartohistographers are transfronteriza writers and intellectuals, defying the borders and boundaries that have been predetermined to be appropriate ways of theorizing. Hurtado explains how Sánchez offers a “mapping” of the body which performs a “reconceptualization of gender” to Intersectional Chicana Feminisms: Sitios y Lenguas","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124958522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"About the Artist: Miriam Alarcón Avila","authors":"","doi":"10.1353/dlg.2021.0008","DOIUrl":"https://doi.org/10.1353/dlg.2021.0008","url":null,"abstract":"","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"36 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132242952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ideas, Interests, and Institutions: The Institute for Latino Studies at Notre Dame","authors":"L. R. Fraga","doi":"10.1353/dlg.2021.0002","DOIUrl":"https://doi.org/10.1353/dlg.2021.0002","url":null,"abstract":"Abstract:Using the framework of ideas, interests, and institutions, this essay provides a history of the Institute for Latino Studies at the University of Notre Dame. Founded in 1999, the institute was established in response to student demands and especially to leaders’ realization that if the university were to grow as a preeminent Catholic institution of higher education in the United States, it would need to study Latinx communities. By promoting the highest levels of research, teaching, and service, the university needed to invest its faculty, student, and financial resources to comprehensively and more deeply understand Latinx communities as they became ever more significant portions of the nation’s population and especially ever larger portions of Catholics in the United States.","PeriodicalId":191945,"journal":{"name":"Diálogo","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133464791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}