18.022 - Dimensions of Community Cultural Wealth Across Time and Place: Chicana/o Efforts for Educational Equity

Session Type: Symposium

Abstract

This symposium builds a description of teaching and learning for Chicana/o students and communities across time by taking a historical view of how community cultural wealth (Yosso, 2005; 2006) exists in the face of deficit frameworks that support the segregation of Mexican-descent students. Its four papers share rich narratives of Chicana/o communities throughout California and Arizona during the 20th century that inform our understanding of community cultural wealth as built in the past, present, and future. Bringing together the methodological tools afforded by CRT in education and archival methods, they model how “evidence” can be defined, contested, and/or identified to share fuller narratives of the experiences of Students of Color in schools and communities over time.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Education and Place, Space, Time

Chair

• Tara J. Yosso, University of California - Riverside

Papers

• Aspirational Capital and the Mexican Voice: Tracing Community Cultural Wealth Through a Youth Newsletter in Los Angeles, 1938–1941 - Lluliana Alonso, University of California - Los Angeles

• Familial and Social Capital in "Mexican Town": Creating Community Beyond Barstow's Clark Street School, 1936–1950 - Michaela J. López Mares-Tamayo, Pasadena City College

• Chicanas/os en Phoenix También Resisten! Cultivating Resistance Capital in the 1970 Phoenix Union High School Chicana/o Boycott - Bryant Partida, University of California - Los Angeles

• Chicana/o Community Resistant Capital in Crawford v. Los Angeles Board of Education (1963–1982) - Ryan Edward Santos, California State University - Long Beach

Discussant

• Tara J. Yosso, University of California - Riverside