The Chicano history and the racist structure

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According to EPDSB, the racist structure refers to a system whereby one faction of the society, the Chicanos is characterized by injustice regarding inequality. For instance, the inequality comes about due to favored accessibility to essential services such as education, political action, and other economic privileges (El Plan de Santa Barbara). For example, the political action comprises of the ways involved in influencing the process of decision making regarding the institutions affecting the Chicanos such as the university and the community schools.  Also, the other factors concern political consciousness and mobilization.

The history of the Chicanos is characterized by the manifest of the factors which facilitated the struggle for liberation. For example, the factors contributing to the political awareness during the 60s comprises of the crash between the Chicanos focused on maintaining their cultural identity and the Anglo-American Institutions. Additionally, the increasing population of the Chicano students aware of the colonial conditions characterizing their communities played a significant role (Martha). Furthermore, other factors such as the Heritage regarding the youth movements, the bankruptcy of the pseudo-political associations, and even the Chicano participant disillusionment during the campaigns of Kennedy. In addition, the increment of the political consciousness was accompanied by renewed cultural awareness thus the economic and the social factors leading to the proliferations of the youth organizations affiliated to the Chicano. The groups had a great impact in the liberation of the Chicanos. For instance, they encouraged the articulation of the political demands and other vital issues that were essential in the promotion of injustice.

The Chicano responded to the structure of racism using very many different approaches. Some of the approaches comprise the formation of the crusade for justice and student movements. For instance, the campaign was involved in the supporting and organizing the high school strikes and demonstrations which were against police brutality. Furthermore, they supported the legal cases framed up on the Chicanos by the police (Ian). Also, the crusade supported the actions of the masses against the war in Vietnam. Essential roles of the crusade include the organization of the conference regarding the Chicano Youth Liberation. Conversely, the student movement was formed with the aim of combating the harsh school conditions comprising of the school expulsions and also suspensions which were common. For example, the Anglo principals expressed concepts and attitudes regarding racism towards the Chicano students. For example, the students that were lucky not to be suspended or expelled were pushed into vocational courses especially the military rather than educational courses.

Therefore, it resulted in the formation of the student movement which was involved in organizing open admissions and studies programs for the campus students. Also, they took part in the organization of community controls regarding higher education. The students played an essential in facilitating the TWLF (Third World Liberation Front) strikes (Freire). Also, the student movement was involved in the formation of groups such as the Brown Beret which took part in the organization and monitoring of the high school strikes.

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  1. El Plan de Santa Barbara: A Chicano Plan for Higher Education. “Manifesto” Chicano Coordinating Council on Higher Education. El Plan de Santa Barbara: A Chicano Plan for Higher Education. Oakland: La Causa Publications, 1969
  2. Freire, Paulo. Pedagogy of the oppressed. Bloomsbury Publishing, 2000.
  3. Ian F. Haney López. Racism on Trial: The Chicano Fight for Justice. Cambridge: Belknap Press of Harvard University Press, 2003
  4. Martha Menchaca. Naturalizing Mexican Immigrants: A Texas History. Austin: University of Texas Press, 2011
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