The area of Chicano studies additionally emphasizes the importance of Chican@ educational materials taught by Chican@ educators for Chican@ students.
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17 Facts About Chicano studies
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Specifically, one of the issues that led to the establishment of Chican@ Chicano studies was how Mexican-Americans, and in turn the greater Latino community, were represented negatively in American history.
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Furthermore, Chican@ Chicano studies was created to ensure Chican@ students have access to Chican@ education that is taught by Chican@s.
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Therefore, another reason Chican@ Chicano studies was implemented at colleges and universities was to ensure diversity in the faculty of higher education and to demonstrate to Chican@ students that professional careers surrounding education can be an option for them as well.
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Chican@ Chicano studies was seen as a way to advance Mexican American perspectives on culture, history and literature.
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The major push for universities and colleges to include Chican@ Chicano studies came within the context of the African-American civil rights struggle.
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In 1967, anthropologist Octavio Romano and Nick C Vaca, in addition to graduate students at the University of California, Berkeley, began to publish a Chican@ studies journal called El Grito: A Journal of Contemporary Mexican-American Thought.
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In 1970, the first volume of Aztlan: A Journal of Chicano Studies was published by students at the University of California, Los Angeles.
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Aztlan had a big influence on the discourse surrounding Chican@ Chicano studies and was the reason behind the founding of many Chican@ Chicano studies in colleges and universities.
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Chican@ Chicano studies went through structural shifts in its message and mission during the late 1970s and 1980s.
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Part of the reason that many Chican@ Chicano studies programs were not consistent in what was studied is that a core curriculum had not yet been formally published.
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The first primer of Chican@ studies was published in 1980 by Diego Vigil, called From Indians to Chicanos: A Sociocultural History.
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Chicano studies identifies the argument that it creates a forum focused on “separatist politics” and neglects the furtherance of the institutionalization of the field of study.
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The ideological approach to Chican@ Chicano studies has shifted from pragmatic to perspectivist since the 1970s.
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Chican@ Chicano studies opposers cite that the education in Chican@ classes teach anti-whiteness and a disdain for those of European descent.
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Either way, opposers of the Chicano studies remain a strong voice in the continued conversation surrounding Chican@ Chicano studies.
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