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001			218698
003			IT-RoAPU
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008			230127t20212020txu fo d z eng d
020			_a9781477320938 _qPDF
024	7		_a10.7560/320914 _2doi
035			_a(DE-B1597)9781477320938
035			_a(DE-B1597)587697
035			_a(OCoLC)1266229282
040			_aDE-B1597 _beng _cDE-B1597 _erda
072		7	_aHIS000000 _2bisacsh
082	0	4	_a371.829/680764 _223
084			_aonline - DeGruyter
100	1		_aBarragán Goetz, Philis _eautore
245	1	0	_aReading, Writing, and Revolution : _bEscuelitas and the Emergence of a Mexican American Identity in Texas / _cPhilis Barragán Goetz.
264		1	_aAustin : _bUniversity of Texas Press, _c[2021]
264		4	_c©2020
300			_a1 online resource (248 p.) : _b15 b&w photos, 1 map
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tCONTENTS -- _tINTRODUCTION Escuelitas, Literacy, and Imaginary Dual Citizenshi -- _tCHAPTER 1 Escuelitas and the Expansion of the Texas Public School System, 1865–1910 -- _tCHAPTER 2 Imaginary Citizens and the Limits of the Treaty of Guadalupe Hidalgo: Educational Exclusion and the Mexican Consulate Investigation of 1910 -- _tCHAPTER 3 Revolutionary and Refined: Feminism, Early Childhood Education, and the Mexican Consulate in Laredo, Texas, 1910–1920 -- _tCHAPTER 4 Education in Post–Mexican Revolution Texas, 1920–1950 -- _tCHAPTER 5 Escuelitas and the Mexican American Generation’s Campaign for Educational Integration -- _tCONCLUSION The Contested Legacy of Escuelitas in American Culture -- _tACKNOWLEDGMENTS -- _tNOTES -- _tBIBLIOGRAPHY -- _tINDEX
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aLanguage has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans’ relationship to education—including their enrollment in the Spanish-language community schools called escuelitas—served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity. Philis M. Barragán Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragán Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 27. Jan 2023)
650		0	_aEducation and state _zTexas _xHistory.
650		0	_aEducational equalization _zTexas _xHistory.
650		0	_aMexican American children _xEducation _zTexas _xHistory.
650		0	_aMexicans _xEducation _zTexas _xHistory.
650		0	_aPublic schools _zTexas _xHistory.
650		7	_aHISTORY / General. _2bisacsh
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.7560/320914
856	4	0	_uhttps://www.degruyter.com/isbn/9781477320938
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9781477320938/original
942			_cEB
999			_c218698 _d218698