Abstract
This chapter traces how Mexican American educational activists both led and supported a community-initiated struggle for a high school Mexican American Studies (MAS) course that reflects their community. The author draws from her retrospective memory and personal archive of organizational notes, documents, and photos, and weaves her journey as a Xicana scholar activist within this movement, to narrate the processes of “creation/resistance” that led to change in a state that has historically excluded Black, Brown, and Indigenous histories from school curricula. In doing so, Saldaña examines the various interconnected layers of the MAS movement and the institutional processes of this epistemic movement that led to this historic victory in Texas.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
