In Episode 113, Michael and Dan talk with Dr. Lilliana Saldaña and Vanessa Sandoval about their (and the larger efforts) to create a Mexican American Studies course approved by the Texas State Board of Education.
Books, Articles and Other Amazing Resources
- Books, Articles and Other Amazing Resources
- More on the ‘Reject the Text’ movement The Scholarly Reviews are in on that ‘Deeply Offensive’ Mex-Am Studies Text from The Texas Observer
- Interested in learning more about about attending professional development this summer? Check out MAS Social Studies Teachers’ Academy!
- Some mentioned resources from the episode
- Here are flyers and images from the MAS Teachers’ Academy and the movement that Dr. Saldaña and Vanessa shared with us!
- Stolen Education film
- Dan talked about Stolen Education which documents the untold story of Mexican-American school children who challenged discrimination in Texas schools in the 1950’s and changed the face of education in the Southwest.
Vanessa Sandoval is a UTSA undergraduate and a first generation student with a concentration in Education and Human Development. Her research interest focuses on cross- disciplinary and interdisciplinary understandings of K-12 schooling experiences for Mexican American students, especially as these relate to curriculum.
Lilliana Patricia Saldaña is a Chicana activist scholar raised in San Antonio’s Southside. Saldaña attended Boston University where she earned her bachelor’s degree in English and International Relations, with a concentration in Latin American Studies and a minor in Journalism in 1998. Shortly after completing her studies, Saldaña worked at a dual-language school in San Antonio’s Westside and earned a master’s degree in Bicultural-Bilingual Studies from the University of Texas at San Antonio in 2002. During her undergraduate and graduate studies, she was involved in numerous campus-activist projects and worked in community settings, synthesizing her passion for research and social change. As a doctoral student at the University of Wisconsin-Madison, Saldaña worked with Latina/o families to establish Nuestro Mundo, the first dual-language school in the city, and Formando Lazos, community development project with Latina immigrant mothers. She earned a doctoral degree in Human Development and Family Studies, with a minor in Chicana/o families, schools, and communities, from the University of Wisconsin-Madison in 2010. Her dissertation—“¡De mi barrio no me voy!: The identity and consciousness of Mexican American teachers at a dual-language school—examines the life histories of Raza teachers and the ways in which they transform, negotiate and reproduce the culture of schooling in San Antonio, Texas.