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Review Of Rodolfo 'Gonzales' Speech: The Chicano Nationalist Movement

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During the Chicano Nationalist Movement, a well-known speaker, Rodolfo ‘Corky’ Gonzales, delivered a speech titled Chicano Nationalism: Victory for La Raza. In this speech, Rodolfo Gonzales tries to unify the Latin American people within the United States by using the idea of a family and to create a new political organization for the Chicano people. This speech was a cumulation of various ideas which stemmed from his own life, the experiences of the Chicano people, and the Chicano Nationalist Movement in general. Each of these factors contributed to the context of the speech and how the ideas within the speech are presented by Rodolfo Gonzales. Rodolfo ‘Corky’ Gonzales was born to Federico and Indalesia Gonzales, two Mexican immigrants, on June 18, 1928. When he was two, his mother died, leaving his father to take care of him, his five brothers, and his three sisters. This led to a very close familial bond between him and his siblings, as well as with his …show more content…

In these protests, students would stand outside of their school with picket signs protesting the racist actions within their schools, as well as calling for freedom of speech and the hiring of Mexican American teachers. These protests by students were one of the first major protests by Mexican Americans against racism and helped greatly to ignite the Chicano Movement. (Muñoz) Rodolfo Gonzales addresses the importance of these youthful students and their actions in his speech with the words “…we need actions such as the ‘blowouts,’ because the youth are not afraid of anything. Because the youth are ready to move. The whole party will be based on the actions of the youth, and the support of the old.” (Gonzales, 337) This shows his recognition of the importance of the youth in the Chicano Nationalism Movement, as well as the need for organized protests in order for the movement to

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As observed from the article, “Start of a Revolution?: ‘Brown Power’ Unity Seen Behind School Disorders,” by the Los Angeles Times, they implicitly put forward the idea that the Chicano Blowouts intended to spark chaos and do not intend to inform readers why students were forcefully agitating for change. It is striking that the catalysts for the walkouts, which included high dropout rates, crumbling schools, lack of Mexican-American teachers are avoided throughout the article and instead focuses on the violence caused by student demonstrators. Unequal access education was not exclusive to Mexican-Americans and it is not the first time a community of color has resisted against oppressive conditions. For example, in a newspaper article published by Ebony, James Turner states that “The high school and college curriculum as a whole are irrelevant to the needs of non-white students. It is against this reality that black students are rebelling.”.

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And fill the jails with crime” (Gonzalez, 231-233). Gonzales captured the societal expectations of Mexican Americans prior to the East LA walkouts. This justifies that Mexican Americans at that time were not seen as equals by American citizens. After the walkouts, however, Chicanos were finally given equal rights and equal opportunities in the world they live in. The high school dropout rate for Hispanics decreased dramatically, from 60 percent in 1968 to 10 percent in 2016, according to a Los Angeles School Report.

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The first of two essay questions focuses on Leo Chavez’s book , “The Latino Threat”. The questions and statements that will be answered include “ What is the Latino threat?, ‘How does he define citizenship?” ,“Identify and discuss two examples of the Latino threat” and “ Identify one policy recommendation and discuss whether you think it is achievable”. Leo Chavez’s book focuses on the guise of Latinos threatening the American way of life. He defines this as “The Latino Threat” , He states that the Latino threat narrative positions Latinos as not sharing similarities with any previous migrant groups into the U.S. and that they are unwilling and incapable of integrating and becoming part of the national community (Chavez,3).

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The continuous action of student walkouts on March 6 through March 8 in 1968: gained momentum as 2,700 students from Garfield, 500 students from Roosevelt, 15,000 Students from Lincoln, Wilson and Belmont decided to join the Student Walkout movement. The ties between political and militant activist Chicano groups began to formulate their demands through the formation of the Educational Issues Coordinating Committee (EICC) after the board of education decided to listen to the student’s demands of school reformation on March 11 in exchange to halt the progress of student walkouts. According to the “East L.A Blowout: Walking Out for Justice in the Classrooms” students identified thirty-eight demands to the Los Angeles Board of Education. The demands proposed by students were a set of reformations that the students wanted the board of education to consider like new school resources, Chicano school representatives, the freedom to practice their traditional language which in this case meant of allowing Chicano students to speak Spanish in school facilities but unfortunately not all demands were met because the board of education claimed that there wasn’t enough funding for Chicano programs. From another point of view, the government was not the only groups that was against student movements but also middle class Hispanics.

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Youth played an immense part to these parties as well as bridging the gaps between social classes among the same ethnic groups. For example, Chicanos college students pushed their message of cultural perversion and racial equality through ‘blowouts’ and spoke for more Chicano educational programs at their universities. Young students throughout the Puerto Rican movement set up The Puerto Rican Student Union (La Unión) which pushed for better education services for Latinos. The new focuses of these groups became perceiving their identities, rather pushing for assimilation into ‘American’ culture. Though Puerto Ricans and Mexicans each attempted to achieve social change through way of the Democratic party, both shifted their focus on more internal change.

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Due to both militant movements having similar beginnings and ideas, the Chicano youth following the Black Power tactics came as no surprise. However, the actual support for the Chicano ideologies was too small for the movement to have ever have had a following or group of support as large as the black civil rights movement, which is why it was so concentrated in small areas of states, like East Los Angeles or Southern Texas. Many of the older Mexican Americans disapproved of the more militant methods that were being implemented by the youth, or were too concerned with being able to survive their daily struggles to support the younger organizations. (CITE Escobar

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In American history, social equality developments have assumed a noteworthy part for some ethnics in the United States and have shape American culture to what it is today. The effect of social liberties developments is huge and to a degree, they finish the targets that the gatherings of individuals set out to accomplish. The Mexican-American Civil Rights Movement, all the more generally known as the Chicano Movement or El Movimiento, was one of the numerous developments in the United States that set out to acquire fairness for Mexican-Americans (Herrera). At to start with, the development had a frail begin however inevitably the development picked up energy around the 1960's (Herrera). Mexican-Americans, otherwise called Chicanos, started to

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In their efforts to make a change, Chicanos faced challenges from all different directions meant to repress the already the movement. Many of these challenges came

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Chicano students used a walkout as a way to express their feelings with the school's teaching strategies and treatment. Chicano students sought to demonstrate that they were not inferior to anybody else and that it was possible to be on level with everyone else. They acknowledged that there were challenges, but they were not impenetrable. The Chicano youth movement had incredible effects on the community as well as the school, and it also inspired and affected the older Chicano movement. The Chicano youth movement drew inspiration from historical struggles for the culture, which in turn had an impact on older communities and even younger generations.

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Chicano culture came as result of a mixture of different cultures (Shingles and Cartwright 86). Despite the assimilation by the majority whites the Chicanos have preserved their culture. This paper seeks to prove that Chicano culture has deep cultural attributes that would appeal to the larger American culture, leading to strengthening of

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This is because the movement itself began as a search for identity in a nation where Chicanos where once classified as White, but never received any of the rights associated with it and where later reclassified as Hispanic. It is also because what was once considered Mexican culture is no more as it has been taken, manipulated, and killed by the Anglos in their conquest. In “I am Joaquin” we see this concept throughout the work in a variety of forms that range from what Mexicans are to the concept of being Chicano. One major example of the search for Identity in the work is shown in the beginning with the paradox question where many young Chicanos are forced to choose between cultural life in poverty or stability at the price of their culture. Basically it states that they must choose between embracing their heritage at the cost of stability or to reject it and conform to the Anglo world and have a chance to be successful.

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Fuentes stated that this shaded my childhood and shaped my sense of Mexicanness” (theguardian.com). Along with being a tal-ented novelist Fuentes was a powerful political voice for Latin America. He made it clear that they intended to demonstrate commonalties shared within the nations, instead of showcasing the differences. As the leader of the group Fuentes was really pushing the writers’ publications be-tween the US and Europe, he also brought the writers

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