Archiving the Activism of Chicanx Librarians Through a Critical Race Educational History Methodology

• In Event: Women of Color Reclaiming Voice: Engaging Transformative Methodologies to Honor Women of Color Experiences

Abstract

Objectives
Literature and library services are important for the cultural affirmation and the educational success of Latinx students (Ada, 2003). Yet data from 2019, indicates that out of 3,700 books published in the U.S., 197 or 5% have Latinx main characters (CCBC, 2020). This paper undertakes a historical analysis of how civil rights movements shaped the activism of critical Chicanx librarians to advocate for anti-racism and social justice in children’s literature. Crafted as a revisionist educational history, this study highlights the importance of people directly engaged with organizing around positive portrayals for Chicanx students and why their efforts are critical in the fight against racism today.

Theoretical Framework (s)
Guided by a Critical Race Theory (CRT) in Education theoretical framework (Ladson Billings & Tate 1995; Solorzano, 1997), this paper acknowledges the effects of race and racism in the portrayals of Chicanx/Latinx communities in children’s literature while surfacing the resilience and activism on the behalf of People of Color. A CRT in education examination of librarian’s activism necessitates an understanding of the permanence of racism in the U.S. and how it adapts overtime within library services and literature.

Methods & Methodology
In addition, this paper uses a Critical Race Educational History Methodology (CREH) which calls for challenging dominant ideology by acknowledging racism, the need for social justice work and transdisciplinary perspectives, and honoring the experiential knowledge of People of Color (Santos et al., 2017). In particular it honors community memory by challenging the single use of institutionalized archives, which have not historically preserved or valued the perspectives of People of Color (Garcia & Yosso, 2020). This study nuances the data sources by drawing on oral histories, and personal documents shared by Chicanx librarians.

Findings
Findings indicate that the political environment of the 1960’s-1980’s propelled the emergence of Chicanx children’s literature production in the U.S.., before this period librarians would mainly receive materials books from places like Spain and Mexico. There was a rise in the need for children’s books and literature for Chicanx/Latinx students as a result of the passing of the Bilingual Education Act of 1968. This also prompted the emergence of librarian organizations like REFORMA, the National Association to Promote Literacy & Information Services to Latinos and Spanish Speaking. Finally, this time period saw a rise in community librarians and library liaisons in states like California and New York who were at the forefront of the movement to make more library services and materials available to Chicanx communities.

Scholarly Significance
This research contributes to the fields of education and ethnic studies that seek to understand and identify how race, racism, gender, social economic status, immigration, language and images of Chicanx are portrayed in children’s literature today. Most importantly this study highlights the efforts of Chicanx activists engaged in efforts to combat racism for a more positive identity development for young children through literature such as children’s books. Finally, this study advocates for more social justice education literature and ethnic studies for grades as early as K-8.

Author

• Lorena Camargo Gonzalez, University of California - Los Angeles