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    MÁS QUE PRECIOUS KNOWLEDGE: ARTISTIC RESPONSES TO TUCSON’S MEXICAN AMERICAN STUDIES CONTROVERSY AND INTERNAL PREJUDICES IN THE CHICANO MOVEMENT

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    Author
    HAVEY, NICHOLAS FRANCIS
    Issue Date
    2016
    Advisor
    Mahler, Anne-Garland
    
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    Other Titles
    MÁS QUE PRECIOUS KNOWLEDGE: LAS RESPUESTAS ARTÍSTICAS A LA CONTROVERSIA DE LOS ESTUDIOS MEXICANOAMERICANOS EN TUCSON Y LOS PREJUICIOS INTERNOS DEL MOVIMIENTO CHICANO
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    In 2010 the Arizona State Legislature passed H.B 2281, prohibiting classes considered harmful to the United States Government. This bill, specifically designed for the Tucson Unified School District’s Mexican American Studies (MAS) program, banned classes that fomented ethnic solidarity or treated students as members of a specific group instead of individuals. This thesis analyzes two artistic responses to this controversy, a documentary film called Precious Knowledge (2011) and a play called MÁS (2015). While both of these texts celebrate Chicano identity and emphasize the importance of the Mexican American Studies program, MÁS largely responds to and seeks to correct the failures of Precious Knowledge, which was critiqued for perpetuating the sexism, racism, anti-indigenism, and homophobia that have long been a site of contention within Chicano identity discourses. Despite this attempt to correct the failures of Precious Knowledge, however, I ultimately argue that both of these artistic texts, even in their efforts to counter hegemonic state discourse, reproduce so-called “internal colonialism” in their problematic representation of indigenous figures, women and queer-identifying people. Abstracto: En 2010, la legislatura del estado de Arizona pasó H.B 2281, que prohibió clases consideradas como dañinas al gobierno estadounidense. Esa ley, específicamente designada por el programa de estudios mexicanoamericanos en el distrito escolar unido de Tucson, prohibió clases que quieren fomentar la solidaridad étnica o tratar a los estudiantes como miembros de un grupo en lugar de individuos. Esa tesis analiza dos respuestas artísticas a esa controversia, un documental llamado Precious Knowledge (2011) y una obra del teatro llamada MÁS (2015). Aunque las dos respuestas celebran la identidad chicana y enfatizan la importancia del programa de estudios mexicanoamericanos, MÁS atiende y trata de corregir los fracasos de Precious Knowledge, que fue criticado por perpetuar el sexismo, racismo, anti-indigenismo, y homofobia que históricamente han sido un sitio de contención dentro de discursos de la identidad chicana. A pesar de ese intento de corregir los fracasos de Precious Knowledge, sin embargo, por último, argumento que los dos textos artísticos, incluso en sus esfuerzos de contrarrestar el discurso del estado hegemónico, reproducen lo que se ha llamado el “colonialismo interno” en sus representaciones problemáticas de figuras indígenas, mujeres y personas que identifican como queer.
    Type
    text
    Electronic Thesis
    Degree Name
    B.A.
    Degree Level
    Bachelors
    Degree Program
    Honors College
    Spanish and Portuguese
    Degree Grantor
    University of Arizona
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    Honors Theses
    Honors Theses

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