Draft One of Contributions to Wikipedia Article on "Chicana/o Studies"

*Note: All additions are in bold. All original work is struck through and will be completely removed in the final edit.

Schools of thought Ideological Approaches

Chicana/o studies has two major threads, one is considered pragmatic and the other transformational.^[1] The pragmatic method involves a more activist and "politicized" approach while the transformational method is more in line with working within the traditions of academia, rather than against it.^[1] There are two ideological approaches to institutionalizing Chicana/o Studies as a formal discipline.^[1] The first approach is Pragmatism, an approach which emphasizes social responsibility and is supported by prominent scholar, Rodolfo Acuña.^[1]^[2] The second approach is Perspectivism, an approach which emphasizes introspection and is supported by prominent scholar, Michael Soldatenko.^[1]^[3]

Pragmatism

Pragmatism is an ideological approach to Chicana/o studies.^[1] This ideology emphasizes political activism and social responsibility.^[1] Adherents to this approach believe it is the community’s job to insert themselves into the workings of the current educational system to demand formal recognition of Chicana/o studies as a discipline.^[1] Additionally, it is vital that resources such as staff and offices are acquired in order to institutionalize the discipline.^[4] Rafael Pérez-Torres, author of Chicana/o Studies’s Two Paths, points out that this approach has faced criticism due to its tendency to allow for the over politicization of Chicana/o issues.^[1] He highlights the argument that it creates a forum focused on “separatist politics” and neglects the furtherance of the institutionalization of the field of study.^[1] In other words, the ideology fails to fulfill the aim of integrating Chicana/o studies into the US educational system and, instead, places exclusive focus on the political issues surrounding ethnicity.^[1] However, Sarita E. Brown et al. argue that although political mobilization is key to the Pragmatic approach, the political advocation only includes the peaceful lobbying for pro-Chican@ studies policies. ^[5]

Rodolfo Acuña, former chair at the Department of Chicana/o Studies at California State University, Northridge and prominent scholar in the field, fervently emphasizes the importance of sacrifice and struggle in order to institutionalize and gain formal respect for the field of Chicana/o Studies.^[2] Acuña frames the quest for institutionalization as a gritty battle to be waged by students and faculty.^[2]

Perspectivism

Perspectivism is another ideological approach to Chicana/o studies.^[1] This ideology emphasizes intellectualism, introspection, and academic expertise.^[1] This ideology neglects the needs for social change and, instead, exclusively focuses on engagement with relevant scholarship.^[1] Perspectivists believe individual ambition, pursuit of respect, and the studying of relevant Chican@ issues will lead to the institutionalization of Chicana/o studies.^[6] Additionally, the creation of intellectual communities, research centers, and other forums for academe further validate the field of Chican@ studies.^[7] This validation continues to help facilitate the institutionalization of the discipline.^[7]

In addition, Michael Soldatenko, the former chair of the Department of Chicano Studies at California State University, Los Angeles and a prominent scholar in the field of Chicana/o studies, has discovered a new popularity surrounding the perspectivist approach.^[3] The ideological approach to Chicana/o studies has shifted from pragmatic to perspectivist since the 1970s.^[3] Thus, according to Soldatenko, the approach’s widespread popularity signals it’s significance to the furtherance of the field of Chicana/o studies.^[3]

^ ^a ^b ^c ^d ^e ^f ^g ^h ⁱ ^j ^k ^l ^m ⁿ Pérez-Torres, Rafael (2013). "Chicano Studies's Two Paths". American Literary History. 25 (3): 683–692. doi:10.1093/alh/ajt029. Retrieved 12 May 2015.
^ ^a ^b ^c Acuña, Rodolfo F. (2011). The Making of Chicana/o Studies: In the Trenches of Academe. Rutgers University Press.
^ ^a ^b ^c ^d Soldatenko, Michael (2012). Chicano Studies- The Genesis of a Discipline. Tucson: University of Arizona Press.
^ Gándara, Patricia (1986). "Chicanos in Higher Education: The Politics of Self-Interest". American Journal of Education. 95: 259 – via www.jstor.org/stable/1209234.
^ Sarita, Brown; Santiago, Deborah; Lopez, Estela (Spring 2003). "Latinos in Higher Education: Today and Tomorrow". Change. 35: 40–46 – via EBSCOhost, doi:10.1080/00091380309604092.
^ Burrola, Luis Ramon and Jose A. Rivera. "Chicano Studies Programs at the Crossroads: Alternative Futures for the 1980s." (1983). https://digitalrepository.unm.edu/shri_publications/23/
^ ^a ^b Caban, Pedro A. (March 2003). "Moving from the Margins to Where? Three Decades of Latino/a Studies". Latino Studies. 1.

Bibliography of sources for editing "Chicana/o Studies" article

Acuña, R. F. (2011). The making of chicana/o studies; in the trenches of academe Rutgers University Press. Retrieved from http://www.jstor.org/stable/j.ctt5hj8kr

Burrola, Luis Ramon and Jose A. Rivera. "Chicano Studies Programs at the Crossroads: Alternative Futures for the 1980s." (1983). https://digitalrepository.unm.edu/shri_publications/23/.

Caban, Pedro A. (March 2003). "Moving from the Margins to Where? Three Decades of Latino/a Studies". Latino Studies. 1.

Gándara, Patricia. “Chicanos in Higher Education: The Politics of Self-Interest.” American Journal of Education, vol. 95, no. 1, 1986, pp. 256–272. JSTOR, www.jstor.org/stable/1209234.

Rafael Pérez-Torres. (2013). Chicana/o studies's two paths Oxford University Press. doi:10.1093/alh/ajt029

Sarita, Brown; Santiago, Deborah; Lopez, Estela (Spring 2003). "Latinos in Higher Education: Today and Tomorrow". Change. 35: 40–46 – via EBSCOhost, doi:10.1080/00091380309604092.

Soldatenko, M. (2012). Chicano studies - the genesis of a discipline University of Arizona Press.

Final Draft

Ideological Approaches

There are two ideological approaches to institutionalizing Chican@ Studies as a formal discipline.^[1] The first approach is Pragmatism, an approach which emphasizes social responsibility and is supported by prominent scholar, Rodolfo Acuña.^[1]^[2] The second approach is Perspectivism, an approach which emphasizes introspection and is supported by prominent scholar, Michael Soldatenko.^[1]^[3]

Pragmatism

Pragmatism is an ideological approach to Chican@ studies.^[1] This ideology emphasizes political activism and social responsibility.^[1] Adherents to this approach believe it is the community’s job to insert themselves into the workings of the current educational system to demand formal recognition of Chican@ studies as a discipline.^[1] Additionally, it is vital that resources such as staff and offices are acquired in order to institutionalize the discipline.^[4] Rafael Pérez-Torres, author of Chicana/o Studies’s Two Paths, points out that this approach has faced criticism due to its tendency to allow for the over politicization of Chican@ issues.^[1] He highlights the argument that it creates a forum focused on “separatist politics” and neglects the furtherance of the institutionalization of the field of study.^[1] In other words, the ideology fails to fulfill the aim of integrating Chican@ studies into the US educational system and, instead, places exclusive focus on the political issues surrounding ethnicity.^[1] However, Sarita E. Brown et al. argue that although political mobilization is key to the Pragmatic approach, the political advocation only includes the peaceful lobbying for pro-Chican@ studies policies.^[5]

Rodolfo Acuña, former chair at the Department of Chican@ Studies at California State University, Northridge and prominent scholar in the field, fervently emphasizes the importance of sacrifice and struggle in order to institutionalize and gain formal respect for the field of Chican@ Studies.^[2] Acuña frames the quest for institutionalization as a gritty battle to be waged by students and faculty.^[2]

Perspectivism

Perspectivism is another ideological approach to Chican@ studies.^[1] This ideology emphasizes intellectualism, introspection, and academic expertise.^[1] This ideology neglects the needs for social change and, instead, exclusively focuses on engagement with relevant scholarship.^[1] Perspectivists believe individual ambition, pursuit of respect, and the studying of relevant Chican@ issues will lead to the institutionalization of Chican@ studies.^[6] Additionally, the creation of intellectual communities, research centers, and other forums for academe further validate the field of Chican@ studies.^[7] This validation continues to help facilitate the institutionalization of the discipline.^[7]

In addition, Michael Soldatenko, the former chair of the Department of Chican@ Studies at California State University, Los Angeles and a prominent scholar in the field of Chican@ studies, has discovered a new popularity surrounding the perspectivist approach.^[3] The ideological approach to Chican@ studies has shifted from pragmatic to perspectivist since the 1970s.^[3] Thus, according to Soldatenko, the approach’s widespread popularity signals it’s significance to the furtherance of the field of Chican@ studies.^[3]

^ ^a ^b ^c ^d ^e ^f ^g ^h ⁱ ^j ^k ^l Cite error: The named reference :0 was invoked but never defined (see the help page).
^ ^a ^b ^c Cite error: The named reference :1 was invoked but never defined (see the help page).
^ ^a ^b ^c ^d Cite error: The named reference :2 was invoked but never defined (see the help page).
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[:0-1] ^ ^a ^b ^c ^d ^e ^f ^g ^h ⁱ ^j ^k ^l ^m ⁿ Pérez-Torres, Rafael (2013). "Chicano Studies's Two Paths". American Literary History. 25 (3): 683–692. doi:10.1093/alh/ajt029. Retrieved 12 May 2015.

[:1-2] Acuña, Rodolfo F. (2011). The Making of Chicana/o Studies: In the Trenches of Academe. Rutgers University Press.

[:2-3] Soldatenko, Michael (2012). Chicano Studies- The Genesis of a Discipline. Tucson: University of Arizona Press.

[:4-4] Gándara, Patricia (1986). "Chicanos in Higher Education: The Politics of Self-Interest". American Journal of Education. 95: 259 – via www.jstor.org/stable/1209234.

[:5-5] Sarita, Brown; Santiago, Deborah; Lopez, Estela (Spring 2003). "Latinos in Higher Education: Today and Tomorrow". Change. 35: 40–46 – via EBSCOhost, doi:10.1080/00091380309604092.

[:6-6] Burrola, Luis Ramon and Jose A. Rivera. "Chicano Studies Programs at the Crossroads: Alternative Futures for the 1980s." (1983). https://digitalrepository.unm.edu/shri_publications/23/

[:3-7] Caban, Pedro A. (March 2003). "Moving from the Margins to Where? Three Decades of Latino/a Studies". Latino Studies. 1.

[:0-8] ^ ^a ^b ^c ^d ^e ^f ^g ^h ⁱ ^j ^k ^l Cite error: The named reference :0 was invoked but never defined (see the help page).

[:1-9] Cite error: The named reference :1 was invoked but never defined (see the help page).

[:2-10] Cite error: The named reference :2 was invoked but never defined (see the help page).

[:4-11] Cite error: The named reference :4 was invoked but never defined (see the help page).

[:5-12] Cite error: The named reference :5 was invoked but never defined (see the help page).

[:6-13] Cite error: The named reference :6 was invoked but never defined (see the help page).

[:3-14] Cite error: The named reference :3 was invoked but never defined (see the help page).

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