Abstract
This article investigates the rhetorical effects of pedagogical choices in the Mexican American Studies (MAS) program in Tucson, Arizona. MAS embraced cultural and linguistic border spaces to invent new rhetorical traditions, which led both to successful outcomes for Latin@ students and also to the program's demise. The article draws on interviews with former MAS teachers and students to describe MAS and its subsequent removal; to trace the rhetorical effects and evolution of various opening rituals many MAS classes used, such as reciting In Lak'ech and doing the Chicano clap; and to elucidate the consequences of this work for schools and communities.
Original language | English (US) |
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Pages (from-to) | 247-270 |
Number of pages | 24 |
Journal | College English |
Volume | 80 |
Issue number | 3 |
State | Published - Jan 2018 |
Keywords
- Cultural studies
- Curriculum reform
- Identity
- Latin/Latinx studies
- Mexican American studies
ASJC Scopus subject areas
- Education
- Language and Linguistics