Raza Press, Media, and Popular Expression
org
GUERRILLEROS
Journal of the Raza Press and Media Association
• La Verdad • La Calles y La Torcida • Voz Fronteriza • AMATE •
(RE) CLAIMING CHICANO STUDIES IN
THE IVORY TOWER
By luis moreno & jose moreno
A
pril 2009, marks the 40th anniversa-
ry of the historical conference held
at the University of California, San-
ta Barbara (UCSB) that produced the “El
Plan de Santa Barbara,” the blue print for
Chicano Studies. This plan made it clear:
Chicano Studies needed to focus on the
interests of the Chicano/Mexican working-
class community, not the interests of those
working in Ivory Tower.
Throughout its history, Chicano
Studies has faced many struggles within
the Ivory Tower over its original mission.
A mission that called upon Chicano Stud-
ies to provide a space for the community
to develop solutions in their struggle for
empowerment and self-determination;
including a place where the community
learns how became community organiz-
ers and leaders.
Why is Chicano Studies going
through a scholarship versus
activism crisis?
There are several reasons for this inter-
nal, “identity” crisis. One of the major fac-
tors has been the absence within most
Chicano Studies Departments/Programs
of progressive and radical paradigms that
provide problem-solving solutions to the
burning social and political issues fac-
ing our communities. This deficiency in
community-based social justice and ac-
tion research, has kept this discipline from
contributing, in a significant way, to the in-
tellectual alternatives and radical scholar-
ship that the academy needs to connect
itself to community based struggles.
Since the origins of Chicano Stud-
ies (late 1960s), community activism has
played a central role in raising the key is-
sues our community faces everyday in the
DE LA PLUMA
barrios, campuses and workplaces. Dur-
ing the Chicano Power Movement, a large
number of Chicanos/Mexicanos were in-
volved in community activism in their com-
munity due to political consciousness they
acquired at the university. Community
activism led to the establishment of orga-
nizations and ideologies that composed
the Chicano Power Movement. It was a
community activism based on the under-
standing that Chicanos/Mexicans needed
to organize around issues that affected
our communities (i.e. barrios, campuses,
workplaces, etc.) for the purpose of liber-
ating ourselves and developing self-deter-
mination based politics.
These community-based orga-
nizations led a struggle to establish, na-
tion-wide, Chicano Studies at the college
and university level. The Chicano student
movement played a key role in pushing
forward this development. During the late
1960s, and 1970s, Chicano Studies pro-
grams emerged at various universities and
community colleges in the United States.
For example, in 1968, the first Chicano
Studies departments were established at
California State University, Los Angeles
and California State University, Northridge
(CSUN).
Chicano Studies Programs were
organized under five general concepts
and objectives: 1) to challenge the tradi-
tionalism within the academy; 2) to pro-
mote the history and culture of the Mexi-
can population in the United States; 3)
to provide a university space for the Chi-
cano/Mexicano community; 4) to struggle
for space within the academy itself, and
5) to provide a space for Chicano/Mexican
students.
Chicano Studies was to be the
vehicle by which to connect the university
razapressassociation.
Summer 2009
and the community, with the objective of
provided resources to the community and
making the university accountable to the
community. Many Chicano/Mexicano ac-
tivists sacrificed tremendously to open the
doors for Chicano/Mexican students and
the development of Chicano Studies at the
university. The majority of Chicano Stud-
ies professors and scholars (whether they
are aware or not) would not have a job if it
were not for the activism of the late 1960s
and early 1970s. Chicano Studies needs
to recognize the historical role community
activism has played in this field of study.
However, the decline of social ac-
tivism and progressive movement within
the United States in the late 1970s, lim-
ited the activism and community scope of
Chicano Studies in the last three decades.
There was a shift among Chicano Studies
instructors from a scholarship that recog-
nized importance of servicing the commu-
nity –to one focusing more on traditional
academic scholarship.
We have witnessed –the last two
decades– that the discipline of Chicano
Studies has been publishing scholarly lit-
erature at a rapid rate, most of it, however,
has not made any significant contribution
to changing the social and political con-
ditions in which our communities exist. A
large percentage of our community con-
tinues to live below the poverty level, fac-
ing tremendous oppression and racism,
and growing incarceration; arguably, mak-
ing La Raza the most oppressed ethnic
group within the current borders of United
States.
What needs to be done for the
betterment of the discipline of
Chicano/a Studies in academy?
“Tower” page 7
see
Guerrilleros de La Pluma
Chicano Studies 1969-2009: From
Investigation to Liberation
By francisco Romero
“The Bachelor of Arts Degree in Chicana/o
Studies places students at the center in the
investigation of local issues in context with
transborder questions through interdisciplin-
ary and comparitive perspectives.”
- CSUCI Description of the B.A. Degree
Program in Chicana/o Studies
O
n February 2, 2009, California
State University Channel Islands
inaugarated the new Bachelor’s
Degree Program for Chicano Studies at a
local Oxnard, Ca. high school.
Without a doubt, February 2nd
represents a historic date for Mexicanos
on both sides of the current U.S./Mexico
border. On February 2, 1848, over 161
years ago Mexico lost over half of its na-
tional territory when the United States
of America initiated a war of agression
and conquest through its Manifest Des-
tiny doctrine. This political and ideological
thought, which essentially gave the power
and authority of God to back up the need
to expand the U.S. from “sea to shining
sea”.
It is this juncture in history, where
the dramatic social-political impacts on
the daily lives of Mexicanos what flipped
upside down. Suddenly, thousands, and
now millions of Mexicanos find ourselves
foreigners on our land. We find ourselves
attacked on media outlets being labeled
“illegal aliens” and we find ourselves be-
ing scapegoated for the economic ills of
this capitalist society.
As many of our readers will know,
it was almost exactly 40 years ago, when
RPMA CONSTITUTION
(Ratified January 24, 2008)
Objectives:
• Create A Movement of Progressive and Revolutionary Media
Workers
• To Establish A Raza News Wire Service.
• Hold On-Going Workshops And Conferences To Advance Raza
Press, Media, And Popular Expression.
• Establish An Editorial Board To Oversee Joint Publications.
• Pool Existing Resources To Assist Publications And To Establish
New Ones.
• E stablishment of a C ollection O f P eriodicals , P ast , A nd
Current.
2 Raza Press, Media, and Popular Expression
Journal of the Raza Press and Media Association
some of the first major battles for the es-
tablishment of Chicano Studies programs
begun to take hold and win decisive strug-
gles, such as at California State Universi-
ty, Los Angeles in 1968. There is no doubt,
that out of the unity between local barrio Guerrilleros de La Pluma
activists and student organizers from the
epicentric city of Los Angeles, the histori-
cal “blowouts” of 1968 were born, bred, Co-Editors
and spilt onto the pages of Nuestra Histo- Luis Moreno
ria. Ernesto Bustillos
Remember, as of April 2009, it has
been 40 years ago that El Plan de Santa
Barbara was established on the California
Production
coastal city in April of 1969. This plan, was
Luis Moreno
a manifesto for implementing strategies,
curriculum, and barrio to university orga- Photographs/Graphics
nizing that would, as Juan Vasconselos Luis Moreno
said, “At this moment we do not come to
work for the university, but to demand that
the university work for our people.’’ Contributors
The stark reality is that, now more Luis Moreno
than ever, our gente find ourselves in the Jose Moreno
same social-political situation as we did 40 Ernesto Bustillos
years ago, if not worse. The reality is that
Francisco Romero
the high school drop out rate, or “push out” Rodolfo Acuna
rate is the same if not higher than it was
Ruben Botello
in 1969. The reality is that our Raza, our
Gente, is filling up the pintas, that is the
prison cells of America. The Raza prison Raza Press and
population has skyrocketed over the past
four decades. The reality is that the Migra,
Media Association
in the form of the newly formed Immigra- Editorial Board
tion Customs and Enforcement, the infa-
2008-2009
mous ICE police is tracking down and de-
porting our gente by the thousands. Way
Ernesto Bustillos
more than it did over 40 years ago. Francisco Romero
I have participated in various Aremi Lopez
workshops at the yearly National As- Luis Moreno
sociation of Chicana/o Studies national
see “Chicano” page 6
Principles Of Unity: • Technical Assistance In Media Production.
• Must Be Raza Publications/Media Workers Who Are Independent Of • Voice In The Direction of the RPMA.
Government Agencies. • Knowing That You Are Fighting for Justice, Peace, and Liberation
• Members Must Support Raza Self-Determination.
• Must Adhere To Democratically Reached Decisions. Structure:
• Must Support General Objectives Of The Association. • Mesa Directiva/Editorial Board Will Consist Of a) Coordinator, b)
• Must Support The Struggles Of Other Indigenous People, Latino Events, c) Membership, d) Publications, And e) Member at Large.
Americanos (Raza), and All Oppressed People Within And Outside • Mesa Will Serve As Coordinating Body To Insure Communication
The U.S. AndCompletion Of Tasks.
• M esa Will Also S erve As E ditorial B oard For All RPMA
Membership Privileges/benefits: Publications.
• Admission To All RPMA Events (conferences, summits, etc.) • Standing Committees Will Be Established As Needed.
• Membership Card and RPMA Press Card . • Mesa Directiva Will Organize A Yearly Summit Or Conference.
• RPMA Reference (for employment, grant purposes etc.).
 Summer 2009

The Addiction to Encounter Groups

The Way of the Minority
By rodolfo acuna have” you would think that they would act suggested to female faculty members that
“a” majority and take over every Latino they collect a $100 a semester from each

T
oday, U.S. Latinos are the second
largest Spanish-speaking nation in
the world; Mexican Americans alone
are the fifth largest Spanish speaking na-
tion in the world behind Mexico and three
other Latin American countries. There are
more Mexican Americans than there are
Spaniards.
J Still Mexican Americans or Chicanos,
as I like to call us, act like a minority. We
don’t like something and we form an en-
counter group to talk about our grievanc-
es. We like to vent. We act like good pro-
fessionals separating our grievances from
action. Hence our grievances go around
in a circle.
J Recently our graduate students in
Chicana/o studies demanded courses on
anarchism from the department. The re-
sponse of the faculty members was that
it was not within the purview of our area
of studies. If we taught anarchism then
wasn’t it fair and logical that we should
teach the various strains of Marxism?
group on campus and then form a concilio
de mujeres to change the university cul-
ture by pressing a progressive agenda.
J We have a department of about twen-
ty-six faculty members; sixty percent are
women. But in reality, the culture of the
department has changed very little. It is
not a case of the males exerting power
but the lack of coordination of the Chicana
professors and their “reluctance to seize
power.”
J The male professors are “not” uni-
fied and *have not moved proactively to
confront the administration. They act like
professors in general and hey have no
concept of political space. Many Chicano
and Chicana professors are on campus
two days a week generally teaching in the
afternoon hours. They are unavalable for
students* so very few have built student
constituencies. On my campus* one of
the very few exceptions is Rosa Furumoto
who has worked closely with students to
form an anti-war front; they are in the van-
guard of opposition to the war.
Chicana/o studies faculty member (“re-
gardless of gender”) and use it as seed
money to start a Chicana Crisis Center
to work with students terrorized by boy
friends or their families. This would go
beyond encounter groups. They would
empower the young ladies through ex-
ample and in the process the professors
would build a constituency to bring about
change.
J Encounter groups have their place.
They often get people to open up. Howev-
er, like theory they have “their” limitations.
Sensitivity, awareness and ideology have
to lead to change or they are worthless.
J So getting back to the theme of this
piece; we should stop acting like minori-
ties. We are in a majority in many places
in this country and we should act like it and
seize power to change things. You have to
stand for something. But even more im-
portant is that as long as they keep us in
encounter groups, the more they control
us J

J My reaction was that if graduate stu-

dents wanted to study anarchism then
they should join an anarchist study group
and learn not only theory but how to take
back political space.
J You don’t learn that from a book. Over
the years I have found that the best theo-
rists are those activists who have gone
through the various left leaning groups.
They certainly grasp the National Ques-
tion more profoundly than the arm chaired
theorists.
J What is perplexing with Chicana groups
is the continuing habit of forming encounter
groups. On the campuses at least they are
the majority of Chicanos and Latinos. “To
their credit” they have taken over groups
such as MEChA. “Given the power they
J Hence Chicana faculty members have
a golden opportunity to take control or at
least be a major influence in Chicana/o
studies. But before this can happen they
have to “seize control” of the political
space by being recognized as leaders by
the students. This cannot happen if they
are not known by the students and follow
the example of male leaders.
J Everyone wants late afternoon classes
and a two day a week schedule. But you
cannot politicize students if you are not
around.
J Presently on California campuses sev-
enty percent of Chicano students are
female, their numbers have not ended
sexism. On countless occasions I have

www.razapressassociation.org 3
Guerrilleros de La Pluma
Chicano Studies:
Critique
By rubeN botello
I
took my first Chicano Studies class at
Long Beach City College in 1970. The
professor, Ray Rodriguez even in-
spired me to start a MEChA Chapter there,
and I remained active with MEChA upon
transferring to Ventura College where I
took more Chicano Studies courses under
Prof. Ray Reyes and joined Partido de La
Raza Unida.
From Ventura, I transferred to
Cal State Northridge (CSUN) where I
took two more years of Chicano Studies
while organizing several MEChA protests
against the university administration and
local community problems in conjunction
with La Raza Unida. From CSUN, I trans-
ferred to Humboldt State University where
I again remained active in MEChA and La
Raza Unida.
I eventually taught Chicano Stud-
ies courses for Ventura College and Hum-
boldt State University, but not to the ex-
tent “academia” became more important
to me than organizing and advocating
for La Raza thanks to my MEChA and La
Raza Unida activism. Looking back at my
almost 40 years of Chicano activism, I am
very grateful for all the opportunities I had
to learn and teach Chicano Studies, and
for all the great camaradas I became as-
sociated with in the process, but I can see
we did not do enough to keep Chicano
Studies or MEChA on course.
In the Seventies, Chicano Studies
provided students with the basic knowl-
edge we needed to fight against the op-
pression La Raza faces throughout Aztlan,
and MEChA was the student organization
we needed to fight collectively against this
oppression on our campuses and in sur-
rounding communities.
Chicano Studies has strayed far
from the original mission, goals and ob-
jectives of ‘El Plan de Aztlan’ these past
four decades. Chicano Studies educa-
tors should be working closely with their
students and surrounding communities,
but many if not most are too fearful of
our communities and MEChA to establish
this paramount relationship. The more
4 Raza Press, Media, and Popular Expression
Journal of the Raza Press and Media Association
these educators become alienated and higher education will work against this es-
detached from our communities, the less sential change, but Chicano Studies must
their students and graduates get involved be held accountable to remain relevant,
in our communities, and the less La Raza at least to the students and communities
benefits from Chicano Studies. these departments and programs were
El Plan de Aztlan states: “EDU- established to serve J
CATION must be relative to our people,
i.e., history, culture, bilingual education,
contributions, etc. Community control of RPMA
our schools, our teachers, our administra-
tors, our counselors, and our programs.”
(Plan de Aztlan, http://studentorgs.utexas.
Reading List
edu/mecha/archive/plan.html). Corridors Of Migration: The
Clearly, lack of meaningful stu- Odyssey Of Mexican Laborers,
dent and community involvement in Chi- 1600-1933
cano Studies results in a low-quality edu- By Rodolfo Acuña
cation for students that serves no one but
their well-paid professors doing the least Guest Workers Or Colonized
for the most salaries and benefits they can Labor?: Mexican Labor
squeeze out of their racist institutions. Migration To The United States
Where can we see any signifi- By Gilbert Gonzalez
cant degree of community control or even
involvement in Chicano Studies today? Manufacturing Consent: The
Educators have a vested interest in keep- Political Economy Of The Mass
ing student and community involvement in Media
Chicano Studies administration to a bare By Noam Chomsky and
minimum, if any because La Causa is not Edward S. Herman
what Chicano Studies is about; Chicano
Studies is about maintaining the status The New Media Monopoly
quo. By Ben H. Bagdikian
The only way Chicano Studies
can help our barrios, colonias and cam- Media Control: The
pos is if educators and students in these Spectacular
departments and programs are directly in- Achievements of Propaganda
volved in our communities from semester- By Noam Chomsky
to-semester.
Without significant student and Barrio Urbanism: Chicanos,
community involvement, Chicano Stud- Planning and American Cities
ies will continue to serve as an ivory tower By David R. Diaz
for a select few self-serving elitists intent
on profiting from our Movimiento without Shot in America: Television, the
having to get involved beyond paying lip- State, and the Rise of Chicano
service to our innumerable grassroots Cinema
struggles and sacrifices. By Chon A. Noriega
Every semester, student and
community representatives should be No Mercy: How Conservative
directly involved in Chicano Studies hir- Think Tanks and Foundations
ing, firing and curriculum development, Changed America’s Social
while Chicano Studies educators should Agenda
be directly involved in student and com- By Richard Delgado and
munity affairs. Granted, the institutional- Jean Stefancic
ized nature of Anglo-American racism in

“The Addiction to Encounter Groups: The Way of the Minority”
Chicano Studies, Political Immaturity, and
The Inability To Exercise Power
By Ernesto Bustillos
I n a recent article written by Professor
Rodolfo F. Acuña (Ph.D.), titled “The
Addiction to Encounter Groups: The Way
of the Minority”, he engaged, in what we
considered a form of “mild criticism” of
some students and professors within the
field of Chicano Studies. The article de-
nounced a lack of activism on the part of
professors and the narrow political infan-
tilism demonstrated by some students.
While it was not a “blanket statement” of
all Chicano/a professors and students, the
article generated a lot of negativism and
criticism –as many felt offended or dis-
agreed with his analysis.
For those who don’t know, Rodolfo
F. Acuña is a historian, professor, and to
most Raza activists, including ourselves,
the foremost scholar of Chicano Studies.
He has taught at California State Univer-
sity, Northridge (CSUN) for over 30 years
(since 1969) and is the author of (among
many other publications) the seminal work
on Raza history, Occupied America: The
Struggle for Chicano Liberation (1972). It
is a book written from the point of view of
a people (Mexicanos) whose lands have
been militarily occupied and settled by
foreigners, and chronicles their struggle
against settler racism and oppression
and for self-determination. Furthermore,
Acuña was central to the establishment
of one of the oldest and largest Chicano
Studies Department (CSUN) currently in
existence. It is for his scholarship and ac-
tivism that Prof. Acuña is known as “the
father of Chicano Studies.” And it is pre-
cisely because of his legacy and position
within the field of Chicano Studies, that his
criticism, to many in the academia and ac-
tivist circles, carries so much weight and
authority.
SEPARATING OUR GRIEVANCES
FROM ACTION
In “The Addiction to Encounter Groups:
The Way of the Minority”, Prof. Acuña ar-
gues that many Raza suffer from a political
immaturity that leads them to the inability
to exercise power and continue to func-
tion as a minority, even in situations where
www.razapressassociation.org
they are the majority. He explains that we
“.... act like a minority. We don’t like some-
thing and we form an encounter group to
talk about our grievances. We like to vent.
We act like good professionals separating
our grievances from action.”
More specifically, Prof. Acuña re-
sponds to the following situations:
J To students who are constantly demand-
ing things, Prof. Acuña suggest that they
(instead of complaining) get involved in ac-
tually doing something concrete. Recently
some politically immature “graduate stu-
dents” demanded that the Chicano Studies
Department at CSUN establish a course on
Anarchism; in “The Addiction to Encounter
Groups: The Way of the Minority” Prof. Acu-
ña advises them to “join an anarchist study
group and learn not only theory but how to
take back political space”.
J To Chicana professors and Chicana stu-
dents, who are the majority of Raza at most
universities, Prof. Acuña suggests that male
dominance is not simply because of men
exerting power, but also due to the “lack of
coordination of the Chicana professors and
their reluctance to seize power.”
J Prof. Acuña chastises those Chicana pro-
fessors who complain of not being respect-
ed or recognized as leaders by the students.
“This cannot happen”, writes Acuña, “if they
are not known by the students and [instead]
follow the example of male leaders.”
J Prof. Acuña criticizes Chicano Studies
Professors (both male and female) for their
laziness and reluctance to work beyond
their contract. He rebukes them by explain-
ing that, “Everyone wants late afternoon
classes and a two day a week schedule.
But you cannot politicize students if you are
not around.”
J Found within the paradigm of a minority
politic is the practice of complaints, versus
the creation of something concrete. In the
article, Prof. Acuña challenges Chicana pro-
fessors to develop projects such as a “Chi-
cana Crisis Center” that go beyond com-
plaining and into the realm “empowerment”.
POLITICAL IMMATURITY AND INFAN-
TILISM: WHY DO THESE EXIST?
While we are in general agreement with
Prof. Acuña, in our opinion, he fails to ad-
dress or pinpoint the basis for the mani-
Summer 2009
festations of political immaturity and in-
fantilism that he criticizes. Why do these
exist? What could possibly be the founda-
tions for their existence? And what can be
done to eliminate them? These are ques-
tions that were not answered in “The Ad-
diction to Encounter Groups: The Way of
the Minority.”
The reality is that Chicano Stud-
ies instructors have a long history of tak-
ing a liberal attitude towards addressing
student infantilism. It has been an attitude
that explains away the negativism and re-
actionarism often found in student politics,
as something having to do with being a
student or something inherited to youth;
as if being ignorant and disrespectful is
natural to college age students.
The “neo-anarchism” and “get rid
of everything old ” outlook espoused by
many young Raza, especially students,
has to do with the failure of movement vet-
erana/os –specially those who come into
contact with them on a daily basis (profes-
sors)– in assisting young people in acquir-
ing the science to understand the history
and concrete conditions in which they ex-
ist and in providing the guidance that will
lead them to the revolutionary path of na-
tional and class liberation.
By never criticizing student activ-
ism, nor providing any leadership or guid-
ance, and refusing to take stands against
negative social-political tendencies, Chi-
cano Studies professors are at fault of
failing to teach the truth about political
struggle and what power is all about.
To us, Prof. Acuña’s observation
of the politically immaturity or lack of ac-
tivism from many Chicana Professors is
nothing new. Within our movement, we
have has always explained that there
existed a faction of activists who have
demonstrated reactionary petty bourgeois
feminism, opposing men simply for being
male or lacking in progressive politics. It
has been a politic that often presents itself
(falsely) as “mujer activism”. Refusing to
confront reactionary feminism has led to
confusion and internecine struggles within
Raza student organizations and Chicano/
Ethnic Studies Departments.
see “Power” page 6
5
Guerrilleros de La Pluma
“Chicano” from page 2
conference in the past couple
of years. It seems that each
year, community-based, dare
we say barrio-based organi-
zations are slowly but surely
being wedged out of the con-
ference programs, especially
if you represent a political, on-
the-ground, independent orga-
nization. Seriously. Check out
this year’s program, and tell
me, which one of the present-
ers belongs to an organization
that is independent? Which
one of the presenters does
not belong to an academic
or university-based research
institution? Which one of the
presenters does not belong to
a non-profit-type organization?
Which one of the presenters
belongs to an organization
that is calling for a local or na-
tional political action centered
around self-determination?
The fact is that maybe
10% of the presenters and
keynotes will be tied to an or-
ganization, if we are lucky, and
this is a long-shot.
Everything happens is
cycles. They say.
This new cycle calls
on all of us. Academics, Orga-
nizers, Activists, and La Gente
in general to begin to bridge
the gap between investiga-
tion and liberation. It is ok to
write about the formation of
the United Mexican American
Students and el Movimiento
Estudiantil Chican de Aztlan
and its origins and key indi-
viduals. Our research cannot
stop there though, in the retell-
ing of history for retelling sake,
but rather, as a critical analy-
sis of our achievements and
shortcomings so that those
involved now and in the near
future can take hold and build
off of the struggles waged in
these past four decades. Plus,
we must take the time to inves-
tigate those organizations that
have led and upheld the ideals
of self-determination and lib-
6 Raza Press, Media, And Popular Expression
eration, especially in the past
two and half decades. Find
out who they were and write
about them, for it is they who
struggled in the midst of co-op-
tation, infiltration and counter-
revolution where we will find
our strength.
We should not call for
a Renacimiento, for that im-
plies starting over from the be-
ginning, but rather, we should
all for Continuacion de la Rev-
olucion y Nuestra Liberacion.
This calls on, I believe,
a serious encuentro nacional
by scholars, activists, etc. both
within and without the estab-
lished channels. This means,
that we have to have a junta,
or a symposium as was held
in 1969 to reaffirm some of
the basic principles of our mo-
vimiento, such as self-determi-
nation, such as liberation.
We should also make
a call to have encuentros out-
side of the established insti-
tutions and have meetings in
barrios all across these Oc-
cupied Territories. Meetings
with veterano organizers that
have been holding it down for
decades. Meetings with those
that came out of the decade of
the Hispanic assimalationist,
with those that made it through
Pete Wilson’s Proposition 187,
with those that made it through
the “English Only” movidas,
with those that made it through
the “Your with us, or your
with the Terrorists” era and
of course for those of us liv-
ing and struggling through the
Obamania-era.
By the way, I have de-
cided that I am going back to
school! I have a bachelor’s in
Child Development and a cre-
dential in teaching students
with learning disabilities. This
fall, I will enroll in the B.A.
degree program for Chicano
Studies at this new university,
the California State University
at Channel Islands, which is
right in my own backyard.
Journal of the Raza Press and Media Association
We must see Chicano
Studies, not as an investiga-
tive endeavor, where we study
and observe our gente from
the outside, but as a study
where we take the pen in our
own hand and write the history
of our gente by being part of
the lucha... in the trenches J
JJJJJ
“Power” from page 5
As to the lack of com-
mitment and laziness found
among many professors,
something that Prof. Acuña
alludes to in “The Addiction to
Encounter Groups: The Way
of the Minority”, the reality
is that it reared its ugly head
the very day Chicano Studies
was born; and either it has not
been addressed or those who
attempted to address it were
defeated and driven out of the
university/college.
YOU CAN’T EXCERCISE
POWER WITHOUT ORGANI-
ZATION
To us, the questions and con-
cerns raised by Prof. Acuña,
have always been on our
agenda. In almost every ar-
ticle of La Verdad, La Pluma,
Clavo En El Corazon, and
other publications associ-
ated with the Raza Press and
Media Association (RPMA),
since its reestablishment in
1990, we have urged Chicano
Studies professors and stu-
dents to join an organization,
to become both scholars and
activists. Our message has
always been that you can’t
exercise power without or-
ganization. We have been
consistent reminders that the
only reason most Chicano/a
Studies instructors have a job
is because of the organized
struggle of the late 1960s and
early 70s.
Moreover, we have
been crystal clear: the power
we are referring to, is the pow-
er that will enable the masses
to liberate themselves from
the oppression of the capital-
ist-colonial state known as the
U.S.A.
Our criticism has at all
times been based on getting
to the root of the problem and
in finding the solution. The
truth is that there are some
real material foundations and
explanations for the manifes-
tations of infantilism and po-
litical immaturity described in
“The Addiction to Encounter
Groups: The Way of the Minor-
ity” and in our own critique.
J First: The “Pigs”, or capitalist
establishment, has done every-
thing it can to “neutralize” activ-
ist scholars and award those
who “play by rules” of the state.
Academics who are of no threat
to the system, are retained or
the doors of the ivory towered
are open to them; those who
don’t, soon find themselves in
trouble.
J Second: We have criticized
the laziness and lack working
“beyond on the contract” as
one based on the petty bour-
geois psychology held by most
instructors. It is a mentality that
keeps them from understanding
the nature of Chicano Studies
or never having the intention
of teaching it with the objective
of creating any kind of social
change whatsoever. This is a
psychology that sees Chicano
Studies as simply a pay check
or form of academic elitism.
J Third: The combination of pig
interference and bourgeois-ism,
leads to “political cowardice”
causing many within Chicano
Studies to find it difficult to con-
front infantilism, political imma-
turity, bourgeois feminism, and
the laziness demonstrated by
their peers –thus allowing these
negative tendencies to surface
and flourish within Chicano
Studies and the movement in
general.
FIGHT TO MAKE CHICANO
STUDIES A SCIENCE OF
STRUGGLE
We, the collective of activist-
see “Power” page 7

“Tower” from page 1
We proposed that Chicano
Studies scholars and profes-
sors reexamine their scholar-
ship and develop new ideolog-
ical and political paradigms the
way it is researched, taught,
and produced. It must base
itself on a problem solving ori-
entation that will enhance its
scholarly value, both within
and outside the academy. A
problem solving research and
political framework will address
the struggle against colonial-
ism, classism, injustices, and
racism, which its origins called
for and that our community
desperately needs. Examples
of Chicano Studies scholarship
that is currently produced and
which a new focus could com-
pliment, is that of Rudy Acuña,
Dionicio Valdes, Theresa Cor-
dova, Armando Navarro and
others.
Those working in Chi-
cano Studies must create an
in-depth critical analysis on
the United States educational
system and respond accord-
ingly. For example, since 2002
the Community and COMPAS
Caucuses of the National As-
sociation of Chicano and Chi-
cana Studies (NACCS) has
been struggling to developed
a community, political and ac-
tivist scholar space within the
discipline of Chicano/a Stud-
ies. They have been creating
networks of Chicana/o profes-
sors, scholars, and students
that are concern about the
J To develop Chicano/a Studies criti-
cal, community, problem solving, and
activist scholarship that could raise the
political and social awareness of the
masses of Raza working class people
in our society.
J To incorporate a Barrio/Community
Studies and Service Learning option
in all Chicano/a Studies programs and
departments.
J To re-examine the true identity, pur-
pose, goals of the field of Chicano/a
Studies and El Plan de Santa Bar-
bara.
J To continue to organize forums,
panels, and conference to bring to the
forefront the current political crisis in
the field of Chicano and Chicano Stud-
ies.
J To invite any corcerned and progres-
sive Chicano/a Studies scholars, stu-
dents, professors, and activist to join-
ing us in our struggle to save field of
Chicano Studies from the mainstream
methodology of the academy.
These are problem-
solving solutions that address
its original identity, purpose,
and objectives, both in the
university structure and the
community. It is a practical ap-
proach that could re-direct the
discipline of Chicano/a Stud-
ies to comply with its original
founding goals and objectives.
What is the future of
Chicano/a Studies?
While its original goal was to
address the Chicano/Mexi-
can experience in the Unit-
ed States, Chicano Studies
must today incorporate the
total “Raza” (Latino) experi-
ence due to the large number
of Raza that have migrated
to Aztlán from other parts of
Latin America. Central to the
survival and re-direction to its
and at Arizona State Univer-
sity around the dropping word
(or modifying) Chicano from its
department name. Moreover,
we must continue to struggle
against the ongoing attacks
by the university system to
the development or existence
progressive and radical per-
spectives that advance social
justice and equality with the
academy and the community
in general.
In summary we must
continue to struggle to save
and work tirelessly to someday
establish Chicano/a Studies
course at the K-12 level. In the
community, the establishment
Chicano/a Studies community
centers to promote culture,
history, and social justice to
the working class population
in our modern society –must
be a goal. Chicano Studies
must place value in creating
space within its agenda for the
creation of uture generations
of Chicano/a scholars activ-
ists within the academy; as it
will be these scholar-activists
which will guarantee the future
of discipline we call Chicano
Studies
The struggle for redi-
recting Chicano Studies to its
original mission by those who
believe that this is important
objective must begin now. This
struggle must not only take
place on campus, but also in
spaces such the yearly Nation-
al Association Chicano Chi-
Summer 2009
“Power” from page 6
members of RPMA, have
struggled through protests,
writings, workshops, organiz-
ing conferences, etc. to push
for activism, sacrifice, and or-
ganization, within the field of
Chicano Studies. This has in-
cluded taking risks with our ca-
reers, “alienated” people, and
so forth. It has been a fight to
make Chicano Studies a sci-
ence that breaks down how
capitalism-colonialism works
–historically, psychologically,
socially, economically, and po-
litically– and provide the edu-
cation (knowledge) and power
to destroy it and liberate our-
selves.
We are in total agree-
ment with the following state-
ment, written (in the 1980s) by
professor and scholar-activist,
John Henrik Clarke: “All edu-
cation must lead to some kind
of an exercise of power. If the
education is proper, then the
education must ultimately im-
prove one’s understanding of
what power is and how power
manifests itself and how one
has to have power in order
to be a total human being”
(Notes For An African World
Revolution).
Join is the movement
to once again make Chicano
Studies a science of struggle
and liberation of Raza and all
oppressed people on planet
earth. Join the RPMA J

current political, ideological
“community-activism versus
scholarship” crisis in this field
of study.
Here are some political
and ideological suggestions
that have been developed by
Community and COMPAS
Caucus of NACCS (National
Association of Chicano/a Stud-
ies) in the last eights years:
Join the
original goals of progressive/
revolutionary scholar-activism
will be to confront the assimi-
lationists and those who wish
to eliminate Chicano Studies.
For example, those who have
campaigned to change its
name to Hispanic Studies and
are using the demographic
change of Raza in Aztlán and
other parts of occupied Amer-
ica for their anti-social change

J To struggle for a community space
in the field of Chicano/a Studies and
to hold scholars and professors ac-
countable for their lack activism in our
movement.
RPMA, now!
agenda. Most recently we saw
the struggle that took place at
the University of New Mexico

www.razapressassociation.org 7
Raza Press And Media Association
P.O. Box 620095
San Diego,CA 92162
Website: http://razapressassociation.org • E-Mail: info@razapressassociation.org
A Call For Articles On Raza Press, Media, And Popular Expression
For The Upcoming Issue...
Statement Of Purpose:
The Raza Press and Media Association is the only
national group of progressive journalists working
towards winning justice, peace, and freedom for all
Mexicano-Latinos (Raza). We meet on a regular
basis, have an organizational structure, principles
of unity, objectives, and we consistently published
journal, Guerrilleros de La Pluma.
In response to the continuing and growing as-
saults on the right to information and freedom of
expression, especially as it relates to Raza and
other oppressed nationalities and peoples within
the current borders of the United States, the Raza
Press Association (formerly known as the Chicano
Press Association) is making another call on Raza
(students, journalists, community activists, and
academicians) active in the field of media (journal-
ism, radio, TV, popular art, spoken word, computer
information, etc.) to submit articles related to the
question of The Role of Raza Press, Media, And
Popular Expression In Our Struggle For Democracy,
Justice, And Self-determination.
The articles must address the historical/current on-
slaught on progressive and alternative thought. We
see this fascist-racist attack coming down both “within
the belly of the beast” from FBI, Police, Mainstream
Media, Christian Right, Vendidos, etc., and externally
from the CIA, Military Industrial Complex, Global
Capitalism, and so forth.
A major objective of these attacks on progressive
thought is a conscious racist-capitalist effort to elimi-
nate all programs which were initially developed for
the purpose of advancing the educational and cultural
development of the Raza community; for example:
Chicano Studies, Ethnic Studies, Progressive Pub-
lications and Programs at Colleges and Universities,
Raza Cultural Celebrations at elementary and high
schools, Centro Culturales, and Bilingual/Multicultural
Education.
Selected articles will be published in the Guerrilleros
de la Pluma. Issues of Guerrilleros de La Pluma are
distributed widely. Copies are circulated at political
actions, colleges, libraries, and conferences; they
are mailed Raza prisoners and a subscribers list;
the journal is also posted online (Internet). Literally
thousands of people read the journal.
Criteria For Articles:
(1) articles must be between 3 and 5 pages (no
longer please), typed and doubled space (Fonts 10
or 12 points). If you submit a research type work-
ing paper, when quoting, or referring to data, use
footnotes or endnotes and a bibliography for docu-
mentation purposes. Writing styles that could be use
are the following; Chicago, APA, and MLA.
(2) send your articles via e-mail (info@razapres-
sassociation.org) or on a floppy disk/CD (i.e. MS
Words, etc.) to the following address:
Raza Press and Media Association
Attn: Guerrilleros de la Pluma
P.O. Box 620095
San Diego,CA 92162
Hasta La Victoria
Raza Press and Media Association