New Wave Arab American Studies: Ethnic Studies and the Critical Turn

2013 ◽  
Vol 65 (1) ◽  
pp. 231-243 ◽  
Author(s):  
Umayyah Cable
Keyword(s):  
American Studies ◽  
Ethnic Studies ◽  
Arab American ◽  
New Wave ◽  
Critical Turn

Unlearning the Arab Muslim Hyphen

2021 ◽  
Vol 44 (1) ◽  
pp. 13-17
Author(s):  
Ibtisam M. Abujad
Keyword(s):  
American Studies ◽  
Ethnic Studies ◽  
First Century ◽  
Arab American ◽  
Power Dynamics ◽  
Arab Muslim ◽  
Global North ◽  
Twenty First Century

Hyphenated identities continue to be prominent in twenty-first century scholarship meant to uncover and confront assimilative structures of power in the Global North. However, the “Arab-Muslim” hyphen, in particular, continues to be used as a convention without a proper examination of its assimilative and racial dimensions. This commentary confronts the power dynamics at play in the use of the hyphen and calls for a more equitable understanding of Muslimness as it intersects and diverges from American Arabness. Ultimately, this commentary seeks to build from the already vigorous resistance to xenophobia and ethnocentricity in Muslim Studies, Arab American Studies, and other branches of Ethnic Studies by calling attention to the ways in which the hyphen counteracts the scholarly imperative of equity at the center of these frameworks of inquiry.

A Bibliographic Guide to Arab-American Studies

1995 ◽  
Vol 29 (2_suppl) ◽  
pp. 305-338
Author(s):  
Philip M. Kayal
Keyword(s):  
American Studies ◽  
Arab American

scholarly journals Historias Americanas: Implementing Mexican American Studies in K-12 Social Studies Curriculum in the Rio Grande Valley

2021 ◽  
Vol 15 (2) ◽  
pp. 36-63
Author(s):  
Maritza De La Trinidad ◽  
Stephanie Alvarez ◽  
Joy Esquierdo ◽  
Francisco Guajardo
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Mexican American ◽  
American Studies ◽  
Ethnic Studies ◽  
Rio Grande Valley ◽  
Rio Grande ◽  
Mexican American Studies ◽  
K 12 ◽  
The Impact

This essay contributes to the growing literature on Mexican American Studies in K-12 within the broader field of Ethnic Studies. While most of the literature on the movement for Ethnic Studies within Texas and across the nation mainly focuses on the impact of Ethnic Studies courses on students’ academic success, this essay highlights a professional development program for K-12 social studies teachers in the Rio Grande Valley of South Texas entitled Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley, funded by a federal grant. This essay provides an overview of Historias Americanas, the objectives and structure of the program, and the ways in which the program contributes to the discourse on Mexican American Studies in K-12. It also describes the frameworks that form the crux of the professional development process: place-based education and culturally relevant pedagogical frameworks.

Epistemic Decolonization

2019 ◽  
Vol 42 (2) ◽  
pp. 210-224
Author(s):  
Bao Lo
Keyword(s):  
Higher Education ◽  
Asian Americans ◽  
Asian American ◽  
American Studies ◽  
Ethnic Studies ◽  
Settler Colonialism ◽  
Asian American Studies ◽  
Curriculum And Pedagogy ◽  
The University

This article extends critical discussions on decolonization and settler colonialism specifically as it relates to Asian American Studies. The author argues for a centering of settler colonialism in Asian Americans Studies as epistemic decolonization of the imperial practices of the university. Focusing on the curriculum and pedagogy in courses she teaches in Asian American Studies, the author offers meaningful suggestions for engaging settler colonialism in the implementation of Asian American Studies and Ethnic Studies in higher education.

Gonzalez v. Douglas

2019 ◽  
Vol 42 (2) ◽  
pp. 115-130
Author(s):  
Christina Acosta
Keyword(s):  
Civil Rights ◽  
Mexican American ◽  
American Studies ◽  
Ethnic Studies ◽  
Knowledge Networks ◽  
Self Determination ◽  
Mexican American Studies ◽  
Communities Of Color ◽  
History Of ◽  
Constitutional Protections

The Mexican American Studies program in Tucson, Arizona, was eliminated in 2011. Shortly afterward, a group of teachers organized to challenge the ban on Ethnic Studies, claiming it was enacted with racial animus and violated constitutional protections. While much scholarship has been written analyzing the bill that contributed to the elimination of the program, a lacunae in the literature has been a focus on the litigation. This article utilizes twenty-one interviews with individuals who were involved in the Gonzalez v. Douglas litigation and successfully overturned the ban in the summer of 2017. Their narratives reveal the importance of what the author terms transformative historical capital, which refers to the transformation that occurs internally when one learns of the tools, knowledge, networks, and determination extant in the Chicana/o community (as well as other communities of color) due to a long history of social movements that sought civil rights and self-determination.

Planned Obsolescence, Strategic Resistance: Ethnic Studies, Asian American Studies, and the Neoliberal University

2017 ◽  
Author(s):  
Cathy J. Schlund-Vials
Keyword(s):  
Asian American ◽  
American Studies ◽  
Ethnic Studies ◽  
Asian American Studies ◽  
Planned Obsolescence ◽  
Starting Point

This chapter takes as a starting point the ways in which Ethnic Studies, as university/institutional initiative, was rendered precarious from the outset via joint appointments, soft funding lines, and non-binding budget commitments. The chapter then shifts to a reading of neoliberal university logics and provides strategies to subvert disciplinary “obsolescence” via a turn to critical/comparative Asian/Asian American studies.

An American Studies Dilemma

1998 ◽  
Vol 7 (3) ◽  
pp. 417-431
Author(s):  
Tim Watson
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
American Studies ◽  
Ethnic Studies ◽  
Postcolonial Studies ◽  
Diaspora Studies ◽  
Post Cold War ◽  
Race And Class ◽  
The Us ◽  
Post Civil Rights

Although these two important books deal with different periods in twentieth-century history, their motivation and strength come from strikingly similar analyses of the same moment in the postwar period, namely the rise of the US civil rights movement. Both authors argue that the gains of the 1950s and 1960s were made at the expense of an earlier American politics rooted in transnational solidarities (of both race and class), which was destroyed by the exclusive attention paid to the “American dilemma” of internal racism. James’s and Von Eschen’s revisionary works demonstrate the necessity for, and the potential of, a new post-Cold War, post-civil rights dialogue between US ethnic studies, especially African-American studies, and the more internationally oriented discourses of postcolonial studies and diaspora studies—and it is in the interests of furthering this dialogue that I am reviewing these books here.

Strategic Leadership

2021 ◽  
pp. 215-229
Author(s):  
Lawrence Scott ◽  
Marisa Perez-Diaz
Keyword(s):  
African American ◽  
High Schools ◽  
Mexican American ◽  
American Studies ◽  
Ethnic Studies ◽  
African American Studies ◽  
Board Of Education ◽  
Mexican American Studies ◽  
State Board Of Education ◽  
State Board

The purpose of this chapter is to discuss the process of building and developing ethnic studies courses, particularly the Mexican American and African American Studies Curriculum for Texas high schools. Dr. Lawrence Scott and the Honorable Marisa Perez-Diaz will discuss their contributions in the passage and implementation of Ethnic Studies courses, particularly as it relates to the African American Studies and Mexican American Studies Courses now offered for high schools around the State of Texas. This chapter explores the inception of both courses, the development, and the process of gaining consensus and concessions for both courses. Both courses were unanimously passed by the Texas State Board of Education (SBOE), but did see some challenges throughout the process. Dr. Lawrence Scott and Texas State Board of Education Member Marisa Perez-Diaz will also discuss how they employed varying leadership styles, in collaboration with stakeholders from around Texas to help establish, pass, and implement the Mexican American and African American Studies Courses in Texas.

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