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Chapter 13: Community Mobilization

Richard J. Gonzales (author) UNT Press PDF

Chapter 13

Community Mobilization

From the eighteenth-century Boston Tea Party to the twenty-firstcentury Tea Party movement, American citizens have taken to the streets to protest their opposition to governmental policies. The Occupy Wall

Street and similar movements across the country have proclaimed the common man’s and woman’s anger toward corporate greed. Chicanos, too, have taken part in protest movements, from Vietnam War protest marches in Los Angeles to immigration reform marches across the country. Chicanos have learned the importance of demonstrative protests if we’re to be heard above the din of competing voices.

I want my teenaged son to value the dove of peace over the dog of war, and so we march. On sunny afternoons, his fingers fly like fluttering butterflies over the piano keys to the jazz piece, “Body and Soul”; I hope these same hands never point or fire a gun at another human in the dark.

I wish them to milk melodies from notes, not bullets from gats. To calm the dog and coo the dove, we marched alongside thousands of peace lovers of all ages and races on a brisk Saturday afternoon in Dallas to protest the US invasion of Iraq, this mad war against foreign madmen.

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Chapter 4: Education Innovators

Richard J. Gonzales (author) UNT Press PDF

Chapter 4

Education Innovators

I learned about Chemistry Professor Ricardo Rodríguez and his work with Mexican American youth when writing about the recipients of the Hispanic Heritage Awards. Professor Rodríguez ensured that his

Chemistry Summer Camp kids learn Isaac Newton’s Three Laws of

Motion, the four forces of flight, and how to make ice cream and slime.

He also expects them to improve their English.

Since 1991, Rodríguez has concocted in his Texas Wesleyan University laboratory a three-week science camp to sharpen the analytical and language skills of inner city , fourth-, fifth-, and sixth-graders. He normally averaged eighty-five to ninety-five students per summer session. In the summer of 2013, he signed up ninety-nine students. He closed registration when he received 110 applicants because the laboratories could not accommodate any additional students. Several inner-city Fort Worth middle schools were allowed fifteen slots each to recommend students for the summer session.

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Chapter 8: Cultural Competency

Richard J. Gonzales (author) UNT Press PDF

Chapter 8

Cultural Competency

To eliminate the disease of racism and restore a healthy society, whites should steel their hearts and minds for political change and accept their darker brothers and sisters. They should also learn to live in a world that has become increasingly diverse. The future will reward those who learn to travel well between cultural worlds.

I worked seventeen years in hospitals as a medical social worker and director of medical social work departments. The medical culture, steeped in protocol and technology, required strict attention to detail and timely communication with patients and the healthcare team. But what if the patients and their families spoke only Spanish and the team spoke only

English? Enter the bilingual social worker to save the day. Even better, enter the bilingual nurse or doctor who spoke Spanish and understood the culture. In the helping professions, nurturing cultural competency is the prescribed medicine for healthy outcomes.

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Chapter 2: Policy

Richard J. Gonzales (author) UNT Press PDF

Chapter 2

Policy

In an effort to hold schools accountable for the students’ learning, states across the country implemented high-stakes testing. Some parents and legislatures questioned the validity of the tests and claim that the tests hampered teaching and student learning.

Please answer the following multiple-choice statement: Forty thousand seniors failed the Texas Assessment of Knowledge and Skills (TAKS) and did not graduate in 2007 because: a.) School administrators and teachers failed to teach to all socioeconomic levels. b.) Legislators delayed too long in implementing equitable school finance reform. c.) Distracted or uneducated parents failed to stress the importance of education. d.) Unmotivated students spent too little time reading and studying. e.) All the above.

If you selected "e," you chose correctly. If you answered incorrectly, volunteer at a local school for a day.

28

Raza Rising

Reporter Katherine Cromer Brock, Fort Worth Star-Telegram, wrote on

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Chapter 1: Reading

Richard J. Gonzales (author) UNT Press PDF

Chapter 1

Reading

My affinity for books started in my early schooling in Chicago. I helped the nuns of St. Charles Borromeo Elementary School to unbox new shipments of library books, catalog, and shelve them. The smooth feel and fresh smell of new books in hand was enjoyable. I suspected that it pleased the nuns as well, because they spoke to me about how important it was to take care of books and, more importantly, to read them.

Elementary school was challenging; my nun teachers and librarians must have known that for boys and girls from the Chicago inner-city, where many lived in tenement homes and both parents earned just enough to put food on their table most days of the week, an education was our freedom pass from poverty.

Pursed-lipped sisters were tough in order to harden us for the rigors of overcoming language barriers and violence (street gangs were rampant).

They instilled a hardy faith in books. Bless these demanding nuns who worked with thousands of inner-city children, preaching and teaching this message of freedom and faith. They were educational missionaries working to give children a belief in their skills to search and learn.

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