Puerto Rican Chicago
"Puerto Rican Chicago provides an invaluable contribution to the history of education, urban history, and Latinx Studies. It reminds us that Latinx communities are richly diverse, not only located in the American West, and that their unique histories are crucial in narrating the development of twentieth-century American cities and schools." --History of Education Quarterly
The postwar migration of Puerto Rican men and women to Chicago brought thousands of their children into city schools. These children's classroom experience continued the colonial project begun in their homeland, where American ideologies had dominated Puerto Rican education since the island became a US territory. Les mer
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Detaljer
- Forlag
- University of Illinois Press
- Innbinding
- Innbundet
- Språk
- Engelsk
- ISBN
- 9780252044243
- Utgivelsesår
- 2022
- Format
- 23 x 15 cm
Anmeldelser
"Puerto Rican Chicago provides an invaluable contribution to the history of education, urban history, and Latinx Studies. It reminds us that Latinx communities are richly diverse, not only located in the American West, and that their unique histories are crucial in narrating the development of twentieth-century American cities and schools." --History of Education Quarterly
"Velázquez's book is needed now more than ever." --Historical Studies in Education
"Puerto Rican Chicago: Schooling the City, 1940-1977 is an essential contribution to the growing scholarship on Latinos in the Midwest. It powerfully chronicles the persistent efforts of the Puerto Rican community, especially women, to advocate for their children's right to a meaningful education and a more promising future. Meticulously researched and eloquently written, Mirelsie Velázquez' book is a must read for those interested in community-based activism, education, urban history, and Puerto Rican and Latino studies."--Lourdes Torres, author of Puerto Rican Discourse: A Sociolinguistic Study of A New York Suburb
"Puerto Rican Chicago innovates by taking up themes that other scholars have neglected. . . . This book shows how deeply students' encounters with schools' practices were affected by their histories." --Journal of American History