Awarded the Texas State Historical Association's Coral Horton Tullis Memorial Prize; presented March 2005 Despite controversies over current educational practices, Texas boasts a rich and vibrant bilingual tradition-and not just for Spanish-English instruction, but for Czech, German, Polish, and Dutch as well. Throughout the nineteenth and twentieth centuries, Texas educational policymakers embraced, ignored, rejected, outlawed, then once again embraced this tradition. In The Strange Career of Bilingual Education in Texas, author Carlos Blanton traces the educational policies and their underlying rationales, from Stephen F. Austin's proposal in the 1830s to "Mexicanize" Anglo children by teaching them Spanish along with English and French, through the 1981 passage of the most encompassing bilingual education law in the state's history. Blanton draws on primary materials, such as the handwritten records of county administrators and the minutes of state education meetings, and presents the Texas experience in light of national trends and movements, such as Progressive Education, the Americanization Movement, and the Good Neighbor Movement. By tracing the many changes that eventually led to the re-establishment of bilingual education in its modern form in the 1960s and the 1981 passage of a landmark state law, Blanton reconnects Texas with its bilingual past. CARLOS KEVIN BLANTON, an assistant professor of history at Texas A&M University, earned his Ph.D. from Rice University. His research in Mexican American educational history has been published in journals such as the Pacific Historical Review and Social Science Quarterly.

This book traces a history of bilingual education in the US, unveiling the pervasive role of politics and its influence on integrity of policy implementation. It introduces readers to once nationwide, systemic supports for diverse bilingual educational programs and situates particular instances and phases of its expansion and decline within related sociopolitical backdrops. The book includes overlooked details about key leaders and developments that affected programs under the Bilingual Education Act. It delves deeply into a past infrastructure: what it entailed, how it worked, and who was involved. This volume is essential reading for researchers, students, administrators, education leaders, bilingual advocates and related stakeholders invested in understanding the history of language education in the US for future planning, expansion, and enhancement of bilingual educational programs and promotion of equity and access in schooling.

Latinas/os and Asians are rewriting the meaning and history of race in the American South by complicating the black/white binary that has frequently defined the region since before the Civil War. Arriving in southern communities as migrants or refugees, Latinas/os and Asians have experienced both begrudging acceptance and prejudice as their presence confronts and troubles local understandings of race and difference—understandings that have deep roots in each community's particular racial history, as well as in national fears and anxieties about race. Nuevo South offers the first comparative study showing how Latinas/os and Asians are transforming race and place in the contemporary South. Integrating political, economic, and social analysis, Perla M. Guerrero examines the reception of Vietnamese, Cubans, and Mexicans in northwestern Arkansas communities that were almost completely white until the mid-1970s. She shows how reactions to these refugees and immigrants ranged from reluctant acceptance of Vietnamese as former US allies to rejection of Cubans as communists, criminals, and homosexuals and Mexicans as "illegal aliens" who were perceived as invaders when they began to establish roots and became more visible in public spaces. Guerrero's research clarifies how social relations are constituted in the labor sphere, particularly the poultry industry, and reveals the legacies of regional history, especially anti-Black violence and racial cleansing. Nuevo South thus helps us to better understand what constitutes the so-called Nuevo South and how historical legacies shape the reception of new people in the region.

The legacy of the historic mutual aid organizing by US Mexicans, with its emphasis on self-help and community solidarity, continues to inform Mexican American activism and subtly influence a number of major US social movements. In Democratic Renewal and the Mutual Aid Legacy of US Mexicans, Julie Leininger Pycior traces the early origins of organizing in the decades following the US-Mexican War, when Mexicans in the Southwest established mutualista associations for their protection. Further, she traces the ways in which these efforts have been invoked by contemporary Latino civil rights leaders. Pycior notes that the Mexican immigrant associations instrumental in the landmark 2006 immigration reform marches echo mutualista societies at their peak in the 1920s. Then Mexican immigrants from San Diego to New York engaged in economic, medical, cultural, educational, and legal aid. This path-breaking study culminates with an examination of Southwest community organizing networks as crucial counterweights to the outsize role of large financial contributions in the democratic political process. It also finds ways in which this community organizing echoes the activity of mutualista groups in the very same neighborhoods a century ago.

Featuring a side of Tejano history too often neglected, author Arnoldo De León shows that people of Spanish-Mexican descent were not passive players in or, worse, absent from West Texas history but instead were active agents at the center of it. The collection of essays in Tejano West Texas—many never before published—will correct decades of historiographical oversight by emphasizing the centrality of the Mexican American experience in the history of the region. De León, a true dean of Tejano history, showcases the continued presence and contribution of Mexican Americans to West Texas. This collection begins in the 1770s when settlers of Mexican descent first began migrating to Presidio and then to other sections of the Big Bend. De León then turns his attention to the nineteenth century when Mexican immigrants and other Texans searched for work throughout the West Texas hinterland, and his coverage continues onward through the twentieth century. Mexican American and Texas history scholars will find Tejano West Texas to be an invaluable addition to the Tejano narrative.

Language policy is a topic of growing importance around the world, as issues such as the recognition of linguistic diversity, the establishment of official languages, the status of languages in educational systems, the status of heritage and minority languages, and speakers' legal rights have come increasingly to the forefront. One fifth of the American population do not speak English as their first language. While race, gender and religious discrimination are recognized as illegal, the US does not currently accord the same protections regarding language; discrimination on the basis of language is accepted, and even promoted, in the name of unity and efficiency. Setting language within the context of America's history, this book explores the diverse range of linguistic inequalities, covering voting, criminal and civil justice, education, government and public services, and the workplace, and considers how linguistic differences challenge our fundamental ideals of democracy, justice and fairness.

The growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators. Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Celédon-Pattichis, Lourdes Diaz-Soto, Eugene García, Virginia Gonzáles, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha Pérez, Mari Riojas-Cortez, Francisco Rios, Concepción Valadez, and Angela Valenzuela.

In Educating the Enemy, Jonna Perrillo not only tells this fascinating story of Cold War educational policy, she draws an important comparison to another population of children in the El Paso public schools who received dramatically different treatment: Mexican Americans. Like everywhere else in the Southwest, Mexican children in El Paso were segregated into "Mexican" schools, as opposed to the"American" schools the German students attended. In these "Mexican" schools, children were penalized for speaking Spanish, which,because of residential segregation, was the only language all but a few spoke. They also prepared students for menial jobs that would keep them ensconced in Mexican American enclaves. .

This new edition of takes a fresh look at enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and "mainstream" populations.

The schoolhouse has long been a crucible in the construction and contestation of the political concept of "family values." Through Spanish-bilingual and sex education, moderates and conservatives in California came to define the family as a politicized and racialized site in the late 1960s and 1970s. Sex education became a vital arena in the culture wars as cultural conservatives imagined the family as imperiled by morally lax progressives and liberals who advocated for these programs attempted to manage the onslaught of sexual explicitness in broader culture. Many moderates, however, doubted the propriety of addressing such sensitive issues outside the home. Bilingual education, meanwhile, was condemned as a symbol of wasteful federal spending on ethically questionable curricula and an intrusion on local prerogative. Spanish-language bilingual-bicultural programs may seem less relevant to the politics of family, but many Latino parents and students attempted to assert their authority, against great resistance, in impassioned demands to incorporate their cultural and linguistic heritage into the classroom. Both types of educational programs, in their successful implementation and in the reaction they inspired, highlight the rightward turn and enduring progressivism in postwar American political culture. In Classroom Wars, Natalia Mehlman Petrzela charts how a state and a citizenry deeply committed to public education as an engine of civic and moral education navigated the massive changes brought about by the 1960s, including the sexual revolution, school desegregation, and a dramatic increase in Latino immigration. She traces the mounting tensions over educational progressivism, cultural and moral decay, and fiscal improvidence, using sources ranging from policy documents to student newspapers, from course evaluations to oral histories. Petrzela reveals how a growing number of Americans fused values about family, personal, and civic morality, which galvanized a powerful politics that engaged many Californians and, ultimately, many Americans. In doing so, they blurred the distinction between public and private and inspired some of the fiercest classroom wars in American history. Taking readers from the cultures of Orange County mega-churches to Berkeley coffeehouses, Natalia Mehlman Petrzela's history of these classroom controversies sheds light on the bitterness of the battles over diversity we continue to wage today and their influence on schools and society nationwide.