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Problem/Purpose/Premise:
Resistance movements in the culture that betrayed people who are a part of the culture.

Theories:

Resistance

Intersectionality

Complexities of family

Evidence/Examples:

"I had to leave home so I could find myself, find my own intrinsic nature buried under the personality that had been imposed on me" (p. 16)

"For a woman of my culture there used to be only three directions she could turn: to the church as a nun, to the streets as a prostitute, or to the home as a mother" (p. 17)

"Males make the rules and laws; women transmit them" (p. 17)

"Through our mothers, the culture gave us mixed messages" (p. 18).

"For the lesbian of color, the ultimate rebellion she can make against her native culture is through her sexual behavior"

"Alienated from her mother's culture, "alien" in the dominant culture, the woman of color does not feel safe within the inner life of her self" (p. 20)

"My Chicana identity is grounded in the Indian woman's history of resistance" (p. 25)

"Not me sold out my people but they me"

Analysis/Application/Action:

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CRT/LatCrit encourages intersectional approach to studying resistance. Different displays of transformative resistance (internal/external)

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Critical Race Theory:
LatCrit:
Self-Defeating Resistance:
Reactionary Resistance:
Conformist Resistance:
Transformational (internal/external) Resistance:

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The study provides a distinction between the following four different theories of student oppositional behavior: a) reactionary behavior , self-defeating resistance, (c) conformist resistance, and (d) transformational resistance (pg. 316)

A CRT and LatCrit framework in education challenges the traditional claims of the educational system to objectivity, meritocracy, color-blindness, race neutrality, and equal opportunity (pg. 313)

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Instructions manual for the revolution. oppressed people must liberate themselves and their oppressors in order to regain their own humanity and the humanity of their oppressors.

Oppressed people but be the ones leading the fight for liberation and through a pedagogy of the oppressed and through praxis this can be attainable.

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PREMISE: Davis' chapter, "Education and Liberation: A Black Women's Perspective" is situated soon after slavery is abolished in the US and how there was a tight link between Black people's freedom and the fight for education. She frequently stresses that Black people strived for an education, in opposition to "the prevailing ideology [that] Black people were allegedly incapable of intellectual advancement." Davis also illustrates key Black and white women figures who broke laws by establishing schools that taught Black children and adults.

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“Black women needed to acquire knowledge - a lamp unto their people’s feet and a light unto the path towards freedom” (pp 105)
“Northern white women went South during Reconstruction to assist their Black sisters who were absolutely determined to wipe out illiteracy among the millions of former slaves” (pp 107)
“Abided by their white sister allies, black women played an indispensable role in creating this new fortress” (pp 109)

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Encourages students/educators to implement CRT and LatCrit to promote transformative resistance and the importance of intersectionality in resistance participation. Invites an extension of these theories beyond Chicana/Chicano communities. Giving voices to marginalized stories to obtain a fuller picture of society (counterstorytelling).