Cosecha Voices: Migrant Farmworker Students, Pedagogy, Voice, and Self-Determination

2021 ◽  
Vol 91 (3) ◽  
pp. 319-340
Author(s):  
STEPHANIE ALVAREZ ◽  
JOSÉ L. MARTÍNEZ ◽  
ANNABEL SALAMANCA ◽  
ERIKA SALAMANCA ◽  
ROBERTO C. REYNA

In this article, Stephanie Alvarez, José L. Martínez, Annabel Salamanca, Erika Salamanca, and Roberto C. Reyna share the impacts of Cosecha Voices, a pedagogical approach used with college students from migrant farmworker backgrounds at one of the largest Hispanic-Serving Institutions in the United States. They argue that Cosecha Voices affirms, validates, and humanizes the migrant farmworker experience and can help students not only unpack and document their migrant farmworker experiences but also strengthen their sense of self-empowerment. Utilizing testimonio, students are able to affirm and find strength in their migrant farmworker lifestyle that helps support them through their college journey. This Voices: Reflective Accounts of Education essay centers the voices of former program participants in its analysis of program impact and offers a program description, personal reflections from participants, and future considerations for similar research.

Author(s):  
Robert H. Abzug

Rollo May (1909‒1994), internationally known psychologist and popular philosopher, came from modest roots in the small town Protestant Midwest intending to do “religious work” but eventually became a psychotherapist and in best-selling books like Love and Will and The Courage to Create he attracted an audience of millions of readers in the United States, Europe, and Asia. During the 1950s and 1960s, these books combined existentialism and other philosophical approaches, psychoanalysis, and a spiritually-philosophy to interpret the damage bureaucratic and technocratic aspects of modernity and their inability of individuals to understand their authentic selves. Psyche and Soul in America deals not only with May’s public contributions but also to his turbulent inner life as revealed in unprecedentedly intimate sources in order to demonstrate the relationship between the personal and public in a figure who wrote about intimacy, its loss, and ways to regain an authentic sense of self and others.


2020 ◽  
Vol 14 (3) ◽  
pp. 169-182
Author(s):  
Joseph D. Small

Abstract Although Markus Barth was a productive author and is known widely through his published written work, he was also, for many decades, a teacher of formative importance for generations of seminary and university students in both the United States and Switzerland. This essay shares personal reflections on Markus Barth’s profile as a biblical and theological educator and thereby introduces readers to something of his influential personal and theological style.


Author(s):  
Samantha Deane

Schools are sites of personal, political, and symbolic violence. In the United States acts of rampage school gun violence, themselves symbolic, are connected to acts of personal violence via the inscription of social gender norms. Carried out by White teenage boys rampage school shootings call us to grapple with the ways in which schools form and discipline gendered subjectivities. Central to the field of masculinity studies is R. W. Connell’s theory of masculinity which draws on a Gramscian theory of hegemony rather than a Foucauldian theory of power. Whereas Gramsci focuses the ways in which power moves down, Foucault studies the impact of small interaction on our subjective sense of self. When addressing the phenomena of rampage school gun violence where White teenage boys target their schools in acts of gendered rage, a Foucauldian theory of power helps us to take seriously the significance of everyday interaction in legitimating gendered ontologies. Jointly Foucault and the contemporary works of Jane Roland Martin, Amy Shuffelton, and Michel Kimmel point towards an avenue that may afford us the opportunity to root out practices and environments wedded to hegemonic masculinity (and thus rampage school gun violence): the everyday celebration of gender-inclusive and egalitarian ways of learning and living.


Author(s):  
Ol’ga A. Pylova ◽  

The article focuses on the emigration of Ukrainians to the US and the formation of a Ukrainian diaspora there. Emigration from ethnic Ukrainian territories began at the end of the nineteenth century and has continued to the present day. The generally accepted periodisation considers five waves of emigration (before 1914, 1914–1945, 1945–1986, 1986–2014 and after 2014) and therefore five stages of the diaspora formation. As the study shows, the stages or waves of emigration from Ukraine largely coincide with the migration processes in the Russian Empire, the Soviet Union and finally in the post-Sovi- et space, but there are also a number of differences that need to be understood. The diaspora issues were often linked to issues of emigrant self-determination, identity formation as well as the policies of the recipient state. Political, social, educational and other organisations have been formed within the diaspora over the course of its existence, with the diaspora institutionalisation pro- cesses varying according to the specific historical period. In the context of the continuation of the next stage of Ukrainian emigration to the United States and the evolution of the diaspora today, a historical and genetic study of the transmigration of Ukrainians overseas and the formation of diaspora structures acquires particular relevance.


1973 ◽  
Vol 67 (5) ◽  
pp. 21-28
Author(s):  
James M. Wilson ◽  
Angel Calderón-Cruz ◽  
John Tarkong

There can be no doubt that the principle of self-determination is applicable to the Trust Territory of the Pacific Islands. The UN Charter applies it. The United States as administering authority under its 1947 trusteeship agreement with the Security Council has explicitly and repeatedly recognized its applicability. The real question is precisely what elements of the principle are applicable, how they are to be applied, and within what framework.


2019 ◽  
Vol 27 (2) ◽  
pp. 128-152
Author(s):  
Christy Craig

This research examines the role of reading and book club attendance in the lives of Irish and American women’s fiction readers who actively participate in women’s book clubs utilizing mixed methodology, including ethnographic observation, participation in book club meetings, and in-depth narrative interviews. Women in Ireland and the United States used reading to develop a sense of self and to learn about the social world, as well as to construct their own identities, often in contrast to expected norms of feminine identity. Women in Ireland utilized reading and book clubs to develop knowledge and understanding; women in the United States were influenced to increase their status in order to potentially secure or retain a high-status romantic partner. At the same time, important key themes relating to social positionality and social networks, capital development, and the construction of identity were similar and central to women in both cultural environments. Reading was deeply entrenched in the identities of the women in this study and attending book clubs allowed them to continue engaging literature, construct identities, and gain knowledge about the world around them.


1973 ◽  
Vol 3 ◽  
pp. 14-17
Author(s):  
Brian Peterson

What follows are some personal reflections on the teaching of European labor history in the United States, based on the questionnaires that have come in to the Newsletter. I hope that these remarks will stimulate a discussion concerning the teaching of labor history, and that others will be prompted to respond in future issues of the Newsletter.


1976 ◽  
Vol 70 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Michla Pomerance

Ever since the principle of self-determination entered the lexicon of international politics during World War I, American foreign policymakers have had to contend with problems revolving around that concept. The need to favor one or another claimant, each waving the banner of self-determination and invoking the “right to determine its own fate,” continues to present dilemmas, often extremely troubling ones, for U.S. decisionmakers. Examples from recent history come readily to mind. The entire post-World War II decolonization process entailed an endless series of such dilemmas, and even after formal decolonization was all but completed, such nagging issues as Katanga, Biafra, and Eritrea remained, not to mention the problems of South Africa, Northern Ireland, the Middle East, and Indochina. Indeed, even within America’s own imperial domain, the United States was faced with the conflicting demands of the Puerto Rican nationalists and the majority of the Puerto Rican electorate, the claims of the Marianas as against those of Micronesia as a whole, and demands for cultural autonomy on the part of diverse ethnic groups.


Author(s):  
Malinda Maynor Lowery

The Lumbee tribe of North Carolina, including approximately 55,000 enrolled members, is the largest Indian community east of the Mississippi River. Lumbee history serves as a window into the roles that Native people have played in the struggle to implement the founding principles of the United States, not just as “the First Americans,” but as members of their own nations, operating in their own communities’ interests. When we see US history through the perspectives of Native nations, we see that the United States is not only on a quest to expand rights for individuals. Surviving Native nations like the Lumbees, who have their own unique claims on this land and its ruling government, are forcing Americans to confront the ways in which their stories, their defining moments, and their founding principles are flawed and inadequate. We know the forced removals, the massacres, the protests that Native people have lodged against injustice, yet such knowledge is not sufficient to understand American history. Lumbee history provides a way to honor, and complicate, American history by focusing not just on the dispossession and injustice visited upon Native peoples, but on how and why Native survival matters. Native nations are doing the same work as the American nation—reconstituting communities, thriving, and finding a shared identity with which to achieve justice and self-determination. Since the late 19th century, Lumbee Indians have used segregation, war, and civil rights to maintain a distinct identity in the biracial South. The Lumbees’ survival as a people, a race, and a tribal nation shows that their struggle has revolved around autonomy, or the ability to govern their own affairs. They have sought local, state, and federal recognition to support that autonomy, but doing so has entangled the processes of survival with outsiders’ ideas about what constitutes a legitimate Lumbee identity. Lumbees continue to adapt to the constraints imposed on them by outsiders, strengthening their community ties through the process of adaptation itself. Lumbee people find their cohesion in the relentless fight for self-determination. Always, that struggle has mattered more than winning or losing a single battle.


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