{"title":"<i>And They Stayed</i>; a series","authors":"Felix Oliveros","doi":"10.1525/esr.2023.46.3.166","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.166","url":null,"abstract":"Essay| October 01 2023 And They Stayed; a series Felix Oliveros Felix Oliveros Search for other works by this author on: This Site PubMed Google Scholar Ethnic Studies Review (2023) 46 (3): 166–170. https://doi.org/10.1525/esr.2023.46.3.166 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Felix Oliveros; And They Stayed; a series. Ethnic Studies Review 1 October 2023; 46 (3): 166–170. doi: https://doi.org/10.1525/esr.2023.46.3.166 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentEthnic Studies Review Search I was born in Salem, Oregon, and raised in Independence, Oregon. My mother was born in Abilene, Texas, and my father in San Luis Potosi, Mexico. My parents met working in the fields of Oregon’s Willamette Valley. Their experience has had a lasting impact on our family and my experience as a Chicano growing up in Independence. After high school I served in the United States Marine Corps. I returned home to earn a BA in Art and a Master of Arts in Teaching from Western Oregon University. Today, I am the Head Academic Advisor for the School of Visual, Performing and Design Arts at Oregon State University. I advise Art and Graphic Design Majors and teach the Art orientation course for first-year students. As a visual artist, my work includes a variety of media, but it is my paintings of migrant workers and the landscapes of the surrounding area... You do not currently have access to this content.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135559816","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 Contemporary State of Ethnic Studies”","authors":"Kristopher Bryan Burrell, Carla J. DuBose Simons","doi":"10.1525/esr.2023.46.3.162","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.162","url":null,"abstract":"Announcement| October 01 2023 “The Contemporary State of Ethnic Studies” Kristopher Bryan Burrell, Kristopher Bryan Burrell Hostos Community College, CUNY (City University of New York) Search for other works by this author on: This Site PubMed Google Scholar Carla J. DuBose Simons Carla J. DuBose Simons Westchester Community College, SUNY (State University of New York) Search for other works by this author on: This Site PubMed Google Scholar Ethnic Studies Review (2023) 46 (3): 162–163. https://doi.org/10.1525/esr.2023.46.3.162 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Kristopher Bryan Burrell, Carla J. DuBose Simons; “The Contemporary State of Ethnic Studies”. Ethnic Studies Review 1 October 2023; 46 (3): 162–163. doi: https://doi.org/10.1525/esr.2023.46.3.162 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentEthnic Studies Review Search Due Date: Ongoing (to be “distributed” across several issues) Publication Date: Ongoing The Ethnic Studies Review seeks submissions for a distributed special issue about the state of Ethnic Studies in the midst of contemporary political attacks. ESR is interested in articles and interviews that address how Ethnic Studies programs and practices are surviving, evolving, thriving, and in some places perishing at colleges and universities. Prospective submissions can include the following: Submission Guidelines You do not currently have access to this content.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135559841","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":"Featured in <i>LA Times</i>, 19 October 2022. Posted by superintendent.","authors":"","doi":"10.1525/esr.2023.46.3.161","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.161","url":null,"abstract":"This statement is provided as an archival document and template on university responses to political restrictions on key Ethnic Studies pedagogies and knowledges. This public document was put forth by the College of Education at California State University, Fullerton in response to a local school district’s rejection of the use of critical race theory in their K-12 curriculum. This statement and stance models how universities can leverage their resources and own students’ learning and experiences to pressure school boards to reconsider such political and educational positionings.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135560069","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":"“Origin Stories of Ethnic Studies”","authors":"Kristopher Bryan Burrell, Carla J. DuBose Simons","doi":"10.1525/esr.2023.46.3.164","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.164","url":null,"abstract":"Announcement| October 01 2023 “Origin Stories of Ethnic Studies” Kristopher Bryan Burrell, Kristopher Bryan Burrell Hostos Community College, CUNY (City University of New York) Search for other works by this author on: This Site PubMed Google Scholar Carla J. DuBose Simons Carla J. DuBose Simons Westchester Community College, SUNY (State University of New York) Search for other works by this author on: This Site PubMed Google Scholar Ethnic Studies Review (2023) 46 (3): 164–165. https://doi.org/10.1525/esr.2023.46.3.164 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Kristopher Bryan Burrell, Carla J. DuBose Simons; “Origin Stories of Ethnic Studies”. Ethnic Studies Review 1 October 2023; 46 (3): 164–165. doi: https://doi.org/10.1525/esr.2023.46.3.164 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentEthnic Studies Review Search Due Date: Ongoing (to be “distributed” across several issues) Publication Date: Ongoing The Ethnic Studies Review seeks submissions for a distributed special issue about origin stories of Ethnic Studies at colleges and universities. ESR is interested in articles, interviews, creative work, and conversations that illustrate the struggles that were necessary to form Ethnic Studies programs as a way of demonstrating why these programs are still necessary and relevant in the present. The journal desires to illustrate the ways in which Ethnic Studies programs were born out of social movement politics and were responses to the social movements of the day. Ethnic Studies programs represent a dialectic between the university and grassroots struggles of today. Submission Guidelines You do not currently have access to this content.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135560067","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":"<i>Truthiness</i>, Alternative Facts, and Ersatz Truths","authors":"Olivia E. Murphy","doi":"10.1525/esr.2023.46.3.48","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.48","url":null,"abstract":"In this paper, Truthiness, a mixed-media artwork by contemporary artist Andrea Carlson (Grand Portage Ojibwe), is utilized as a case study to illustrate the contexts for Carlson’s repeated artistic engagement with “cultural cannibalism.” Specifically, in Truthiness, from Carlson’s Windigo Series, the artist confronts settler colonizers’ historical labeling of Native Americans as “cannibals” and their own past and ongoing cultural cannibalization in the United States. As Carlson notes, this consumption ranges from opportunistic museum acquisitions to the roles of settlers in the 1862 Dakota Uprising. To analyze Carlson’s work, an iconographical and semiotics approach centered around the concept of symbolic anthropophagy is taken; as her utilization of many layered references demonstrates, Carlson herself engages in a form of cultural cannibalism through her appropriation and use of readily identifiable symbols and artworks in her work. As a whole, this paper aims to emphasize how, in Truthiness, Carlson flips visually the historical narrative that labeled Indigenous peoples as cannibals to label settler colonizers as windigos, insatiable monsters who consume without consequence.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135507534","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":"Establishing Grenada’s First Collaborative High School","authors":"Samantha N. M. Antoine-Purcell","doi":"10.1525/esr.2023.46.3.155","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.155","url":null,"abstract":"The author describes creating a new collaborative high school in Grenada. She explains the key features of effective collaboration between teachers, students, parents, and the community. This commentary highlights the challenges of reframing education to emphasize cooperation and effective school culture-building, reclaim the purpose of education, and avoid reproduction of colonial models of schooling. The commentary follows up on an interview in this journal, 45 (2–3).","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135559832","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":"On the (Bi)partisan Pleasures of Outrage in the Immigration “Debate”","authors":"Deena Varner","doi":"10.1525/esr.2023.46.3.73","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.73","url":null,"abstract":"This essay examines how left-of-center media reporters and commentators responded to US Immigration and Customs Enforcement (ICE) raids and Mississippi’s criminalization of migrant workers in their aftermath. These responses focused largely on the moral or ethical implications of detaining, arresting, and deporting the migrant workers involved in the case, often by crafting a tightly woven image of the innocence of these particular migrants and, even more so, of their children. As a result, public discourse about the politics of immigration enforcement and its relationship to criminality and citizenship were reduced to an ostensibly apolitical and ideologically neutral appeal that cannot be contested: to protect children. The innocence of children was also coupled with the giddy criminalization of those who “torture” them, namely Donald Trump. These dual constructions—an innocence that marks one as socially valuable and a criminality that marks one as monstrous—produce a moral absolutism that undermines an otherwise rational political project whose core tenets are diversity and multiculturalism. Outrage and grievance directed against criminality, even when aimed at political enemies, upholds the moral foundations of racist and xenophobic hatred that has been used to justify the disproportionate policing, surveillance, and incarceration of people of color.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135507541","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":"Settler/Invader Identity and Belonging in Aotearoa New Zealand","authors":"Hemopereki Simon","doi":"10.1525/esr.2023.46.3.95","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.95","url":null,"abstract":"This Kaupapa Māori writing inquiry explores “Tāngata Tiriti” (People of the Treaty) as a settler/invader identity term in Aotearoa New Zealand. Derived from the failed policy platform of “biculturalism” and “Indigenous inclusion,” Tāngata Tiriti is a byproduct of neoliberalism and settler/invader colonialism that fails to provide for Indigenous inclusion, mana motuhake (Indigenous sovereignty) and tino rangatiratanga (self-determination). This article argues that Tāngata Tiriti should be abandoned due to the 2014 paradigm shift surrounding Te Tiriti o Waitangi (Te Tiriti) and mana motuhake from the Te Paparahi o Te Raki report and the author’s subsequent research on non-signatory hapū and iwi. Pākehā settler/invader perspectives on Tāngata Tiriti are compared with Tāngata Moana and Asian scholarly understandings. The author advocates adopting Tāngata Moana thinking around letting Māori as mana whenua lead “wayfinding” and “meaning-making” to define allyship and promote a “collective future” together based on Māori constitutional values that are generally universal throughout Pacific cultures. Instead of settler/invader identity constructs and the doctrine of the nation as a White possession, movement toward a collective future must begin from a place of sovereign relationality. The pedagogy of teaching Te Tiriti must change, the ill-conceived Tāngata Tiriti identity must be abandoned, and “New Zealand” as a settler/invader colonial enterprise must end. Our future must be post-settler/invader colonial and post-Tiriti and must recognize unceded mana motuhake or sovereignty.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135507542","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":"Political Responses to Black Lives Matter in Education","authors":"Gavin Furrey","doi":"10.1525/esr.2023.46.3.3","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.3","url":null,"abstract":"In the wake of the Black Lives Matter (BLM) movement, teachers and organizations have tried to better prepare other teachers and all students to reckon with the movement in the classroom. In reaction to new pedagogical tools and practices developed by teachers, teachers’ unions, and teachers’ organizations, new policies have come about in state legislatures in 2021 and 2022 to limit education on racism and related topics. This paper reviews the current literature on how teachers and organizations have developed new pedagogical tools and strategies in response to BLM. It also includes a content analysis of thirty-nine legislative documents presented in 2021 and 2022, as well as a case study of Arizona and South Dakota, to study how states responded to the BLM movement and the efforts of educators who sought to reckon with it through critical pedagogy. This paper engages literature on social movements to observe that while the effects of BLM on relationships between educators and organizations have been largely positive, the movement’s macro-level effects in the wider political climate have been of a negative, more anti-social nature. Furthermore, one can observe how “Critical Race Theory” has been mobilized in a discourse that can be characterized as “competitive victimhood,” serving as a catch-all for concepts related to equity, diversity, inclusion, and other “threatening” ideas. This paper concludes that the slew of state-level legislation in the realm of public education in 2021 and 2022 is a response to the ideas advanced in the BLM movement, and the repetitive nature of the documents suggests organization by right-wing think tanks.","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135507539","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":"Review: <i>Border Women and the Community of Maclovio Rojas: Autonomy in the Spaces of Neoliberal Neglect</i>, by Michelle Téllez","authors":"Deliasofia Zacarias","doi":"10.1525/esr.2023.46.3.173","DOIUrl":"https://doi.org/10.1525/esr.2023.46.3.173","url":null,"abstract":"","PeriodicalId":220759,"journal":{"name":"Ethnic Studies Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135559856","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}
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