Latino Diversity (Cont. from Pg 21)
Kwanzaa at 45 (Cont. from Pg 9)
Conference (Cont. from Pg 32)
When schools ignore the histories and diversity among Latinas/os, they reinforce the dominant emphasis on assimilation and limit the opportunity to analyze the systems of power and inequality that influence experiences. No where is this more pervasive than in contemporary discussions of immigration where Latinos/as are often seen as the next group of immigrants – like Southern and Eastern Europeans -migrating to reap the assumed benefits of the U.S. Rather than conflate experiences and contexts, a multicultural, power-aware framework examines historical, structural, and ideological processes influencing migration. This includes an analysis of how the colonization of the U.S. southwest, U.S. expansion in Latin America, and economic policies stir migration and shape the differing receptions migrants receive. By incorporating a critical analysis into the curriculum, students are better able to understand historical and contemporary dynamics influencing society; they are also more prepared to think complexly and become informed change agents.
Karenga has stated, “Kwanzaa stresses the importance of our sowing the seeds of goodness everywhere, of cultivating them with care and loving kindness, of harvesting the products of our efforts with joy and of sharing the good of it all throughout the community and the world. “
help students to navigate those intersections in a peaceful and positive manner. Secondly, through group activities and discourse, students will examine, challenge, and grasp the landscape in which culture and ethnic identity is established and learn how the two circulate within a social framework. And finally, the desired outcome of the framers of this conference is to instill student efficacy that will: interrupt the passivity of students; affirm or forge a new ideology of honoring the efforts of their ancestors; to educate them to advocate for a better life; to dispel stereotypes; and to embrace ethnic and gender similarities. This newly informed generation of students shall reach for their goals with open minds; and become effective leaders in a diverse world.
By ignoring the histories of our communities we short-change students, their families, and the larger society. Since the 1968 School Blowouts, books, videos, poems, and other materials about Latinas/os have grown exponentially. Thus, there is no shortage of resources to expand course content and frameworks. If we are truly committed to educating engaged, knowledgeable, and critically conscious youth, we owe it to our students and ourselves to not wait another forty years before multicultural, power aware content is fully implemented in our schools.
In addition, The Nguzo Saba serve yearround as a core vision and value orientation for hundreds of institutions, programs and projects in such diverse areas as education, rites of passage, family maintenance, economic development, psychological well-being, youth development and ethical grounding. The African American Cultural Center, the official headquarters of Kwanzaa, is the most authoritative source for information on the origins, views, values and practices of Kwanzaa as a cultural celebration. A non-profit institution and national leader in cultural education and exchange, the Center provides a multi-faceted program on African and African American culture through lectures, workshops, exhibitions, films and publications. In celebration of the 45th Anniversary of Kwanzaa, this fall the Center will sponsor an essay contest on the values of Kwanzaa in several Los Angeles area high schools to encourage self-expression through creative writing. For more information on Kwanzaa and the high school essay contest, call the African American Cultural Center at (323) 299-6124 or visit www.OfficialKwanzaaWebsite.org.
Resources: Several suggested topics and resources can be found in our article, “Teaching and Learning Guide for Framing Latina/o Immigration, Education and Activism,” Sociology Compass vol. 3:2 (March 2009): 351-360. http://onlinelibrary.wiley.com/ doi/10.1111/j.1751-9020.2009.00194.x/abstract.
The Staff of THE LADDER is delighted to honor the art students from Central Los Angeles High School #9 School of Visual and Performing Arts. Several of their works are featured throughout this issue. The mission of the CLAHS #9 Visual Arts Academy is to develop the vast creative potential and unique vision of their students allowing them to pursue their future artistic and academic aspirations as professional visual artists or as creative contributing members of our society.
Migrant Education (Cont. from Pg 33) Downtown Women’s Center, read to kids at Esperanza Elementary School, and help prepare and serve food to the people of Skid Row at The Midnight Mission Center. My grades for the first quarter were a B. B+, and an A, but I know there is room for improvement. A big part of my academic role in college will deal through the Honors College. None of my accomplishments would have been possible without the funding I received from Dollars for Scholars. The money helped buy my books and part of my dorm rent. However, the help goes beyond the money. I am also thankful for the feeling of support and for knowing that not only does this foundation support me, they also believe in me.”
Linda Roman
At CLAHS #9 the students come from diverse socioeconomic and cultural backgrounds with equally varied and inconsistent arts experiences. Students are accepted with promising portfolios or a lifelong desire to formally study art but lacked the opportunity. The award-winning faculty is committed to the underserved in the arts as they are to those who have had opportunity and prior experience. The strong desire to create is the common thread that ties the department together.
Vincent Catarroja
Kristine Ramirez Luisa Ruiz
Viviana Juan
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