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(Se) construire dans l’interlangue

 | 
Françoise Bonnet-Falandry
, 
Stéphanie Durrans
, 
Moya Jones

Deuxième partie. Constructions sociales et imaginaires de l’interlangue

Bad Subjects: HB 2281, Chicano Studies, and Assimilation

Catherine Ramirez

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Extrait du texte

It is education that has altered my life. Carried me far.
I write this autobiography as the history of my schooling.
To admit the change in my life I must speak of years as a student, of losses, of gains1.

Richard Rodriguez’s autobiography, Hunger of Memory (1983), illuminates Latinos’ vexed relationship to the American school, a coercive, if not violent, mechanism of assimilation, and at the same time, a catalyst of personal and social transformation. While United States educational institutions have helped reproduce exclusion and inequality, they have also served as a vital platform for social reform and, in some instances, radical change. A few important ways the school has helped usher in social change are via desegregation efforts, implemented by legal decisions such as Alvarez v. Lemon Grove School District (1931) and Mendez v. Westminster School District (1946); also by the establishment of Chicano studies at high schools and post-secondary institutions beginning in the late ...

Auteur

maître de conférences à l’Université de Californie, Santa Cruz

© Presses universitaires du Septentrion, 2015

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