Banfield, Beryle.
Black Focus on Multicultural Education
. New York: Edward W. Blyden Press, 1979.
Banfield offers a plan for developing anti-racist, anti-sexist curricula. A schema is presented and fleshed out with specific lessons. While the black experience forms the core of the lessons, the author’s techniques and philosophy can easily be applied to the experiences of other groups.
Cervantes, Lorna Dee.
Emplumada.
Pittsburgh: The University of Pittsburgh Press, 1981.
A collection of poems,
Emplumada
offers many examples of Cervantes as scribe, communicating experience to a larger audience, and as Chicano, preserving the past and creating an identity.*
Jimenez, Francisco, ed.
The Identification and Analysis of Chicano Literature
. New York: Bilingual Press, 1979.
A collection of essays, the book offers an overview of Chicano literature, its guiding principles, its role in forming a Chicano identification and proposes critical approaches to literature.
Martinez, Julio A. and Francisco A. Lomel’.
Chicano Literature: A Reference Guide
. Westport, Connecticut: Greenwood Press, 1985.
Quite simply, this book offers an encyclopedic view of Chicano literature, authors and themes. I found it very useful—and interesting.
Mehta, Naushad, “Bigots in the Ivory Tower.”
Time,
May 7, 1990.
An overview of recent racist, sexist, homophobic and anti-Semitic incidents of U.S. college campuses.
Rivero, Eliana S. “Hispanic Literature in the United States: Self-Image and Conflict.”
Revista Chicano-Rique–a
, 1985, Vol. xiii, nos. 3-4.
Offers an insightful look at the Hispanic nationalities we find in our society, illustrating their differences and their commonalties. Useful background information on the Hispanic literary tradition is given.
Rocard, Marcienne. “The Remembering Voice in Chicana Literature.”
The American Review,
1986, Vol. xiv, nos. 3-4.
Details the importance of the past in Chicana literature, a past which lives on and impels the writers to discover who they are.
Sánchez, Marta Ester.
Contemporary Chicana Poetry.
Berkeley University of California Press, 1985. Sánchez examines the work of four poets in a careful, interesting manner. She offers much in background information about Mexican-Americans and concentrates on women writers, who were hardly dealt with in the other books I read.
*A copy of selections from
Emplumada,
including the three poems referred to in the lesson plans, will be on file at the Institute office.