A Few Last Words

When I first enrolled in Amcult 498: Latina Oral History, I didn’t know what to expect. Maybe I anticipated a brief history of the Chicano Movement and the Michigan Latinas involved, or a semester full of lectures and community panels — whatever it was, the journey I embarked on surpassed my highest expectations and brought to life a fascinating, intricate history about a diverse group of Chicana women. From their work with United Farm Workers to their involvement with the Brown Berets, Chicana activists were empowered and active players in the movement — challenging the traditional status quo and constructing a unique Chicana identity.

As an International Studies and Biopsychology, Cognition and Neuroscience major, I have never been very passionate about history — regardless of the focus. Though I struggled through AP World History in High School and enrolled in a few quasi-history courses at the University of Michigan, I’ve always felt disengaged from the mandated textbooks and lecture-style history courses. However, this past semester’s experience completely transformed my appreciation of history, as well as the archival process of recollecting “hidden” memories.

What struck me most during this process was the way in which the Chicano Movement sprang to life and developed in scope and detail right before my eyes. From my initial reading of 500 Years of Chicana History, to Maria Guadiana’s inspiring interview this past weekend, my understanding of the Chicano Movement grew immensely over the course of the term. As I developed a deeper interest in the movement and had the opportunity to learn first-hand about the Chicana activist’s experience during the 1970’s, I became invested in the stories I encountered. Ms. Guadiana’s involvement with organizations ranging from the Brown Berets to the United Farm Workers, illuminated the vast responsibility women held and the active role they played within the movement. Drawing connections from our readings and class discussions, I was able to truly appreciate the narratives Ms. Guadiana shared with us last Saturday morning.

I think the first time I really engaged with history and appreciated it’s narratives was back in September, sitting at the Bentley Historical Library searching through local archives. It wasn’t until I read the first-hand accounts and put names and faces to the stories, that history took on a different role for me. I was no longer the passive listener in a giant lecture hall or the fatigued reader of a dry, complicated textbook — all of a sudden I was an active participant in the historic process. Here I was, an undergraduate student with relatively little knowledge about archiving and even less about the Chicano Movement, actually engaging with history. I had the opportunity to make my own connections, draw conclusions and paint a picture that truly came to life. This is what I find so intriguing about oral history — the chance to become fully wrapped up in another person’s stories, to appreciate the narratives they share, and record them for generations to come.

The role of the archivist in unearthing and documenting these stories for future generations is invaluable. As we discussed in class, the state largely controls the “official” history and therefore has a monopoly on collective memory and societal understanding. However, by uncovering these hidden memories that are so often ignored by the state, archivists and oral historians are able to construct a counter-history. These counter-histories are not only powerful in combating the official memories of the state, but influential in shaping future activists and the changes they strive towards.

Another theme I’d like to reflect on is this notion of story telling. Not the basic, surface-level story telling we engage in when catching up with friends or updating a sibling on recent events, but the deep, multi-faceted narratives that are shared when historians and interviewers ask tough questions. I hadn’t realized the full scope of such stories until I was seated in Ms. Guadiana’s living room, listening to the detailed accounts of her work with countless organizations across the United States. Spanning California to Southeast Michigan, I was surprised by just how vivid Maria’s memories were and the intricate ways in which she detailed these stories. Professor Cotera’s questions were met with delicate accounts of Maria Guadiana’s life, as she weaved a web of stories and memories to share with us. From previous students’ experience with such interviews I was expecting more of a disconnect between the questions asked and answers that followed, however Ms. Guadiana was exceptionally detailed and enthusiastic in her responses. I believe the energy she shared with us in that room will be clearly evident in her oral history.

From what I’ve grasped of the archival process thus far, the interview was definitely the less tedious part of the process. Professor Cotera only needed to ask Ms. Guadiana a couple broad questions to spark her memory and begin spinning the beautiful web of stories she sat down to share with us. As note taker I did my best to jot down the major individuals, events and organizations she mentioned, as well as specific places and names. With Ms. Guadiana’s superb memory and detailed descriptions my job as note taker was straightforward, though I wish I had spent a bit more time working with the camera equipment and recording device so that in the future I would have a better understanding of the technology.

Where I encountered a few stumbling blocks was cataloguing. After reading and rereading the cataloguing guide we were given in class I thought I was well equipped to begin the scanning and cataloguing process. However, the spreadsheet was a lot more complex and time-consuming than I originally imagined. Before this class I hadn’t considered the vast time and energy that goes into projects like this. It definitely gave me a new appreciation for archiving and similar anthropological endeavors that seek to unearth and record these diverse histories.

This journey has also illuminated my own skills — and weaknesses — that proved essential in recording Ms. Guadiana’s oral history and cataloguing the archives she shared. Patience proved invaluable in scanning the various documents and images to our hard drive and updating our team’s spreadsheet. Though the process may be slow and a bit tedious, it forced me to remain patient as I moved through Ms. Guadiana’s archive.

Additionally, the opportunity to work closely with a motivated community is something I truly cherish. All too often I am just a number in a giant lecture hall or a quiet student sitting in a disengaged classroom, silently observing my surroundings. But the small makeup of this course, coupled with the three-hour class block allowed us to come together as a community — bouncing ideas off one another, asking each other for help, and expanding our knowledge and understanding of the Chicano Movement together. It is classes like this I’m most thankful for. The open-minded atmosphere we fostered created a space for critical, engaged discussion.

What I enjoyed learning about most this semester was the transformation of feminist thought and the Chicana identity. On the one side of the equation fierce feminists were active in the Chicana Movement eager to play a critical role. While on the other side, some activists such as Maria Guadinana didn’t identify as feminist at all and found it irrelevant to their work as a Chicana activist. I find this binary extremely interesting considering the radical nature of the movement and the ideals it was striving to uphold.

Though I’ve only taken a few Women’s Studies courses here at Michigan, I find the common theme of intersectionality intriguing. I believe that each woman’s experience in the world is distinct from one another, based on the intersection of her multiple identities — whether is be race, sexuality, socioeconomic class, religion, etc. Just as you can’t assume all women share the same life experiences and face the same societal challenges, you cannot group together all Chicana women or all women of color. Many identities shape a woman’s experience and the way she is viewed (and treated) by others. The development of Chicana Feminism in the 1960’s and 1970’s illuminates the contrasting ways in which Chicana women identified with or distanced themselves from this notion. Reflecting once more on Maria Guadiana’s experience as an activist and role model within the movement, I think the fact that she doesn’t identify as a feminist herself proves extremely thought provoking.

Growing up without any sisters, Maria always considered herself a “tom boy.” She was not brought like a “traditional Mexican girl” and given enormous freedom by her parents. Because of this she explained how her culture played a critical role in shaping her understanding of feminism and the problems associated with such an identity. This draws on the diversity of Chicana women within the movement and speaks to the challenges many organizations faced internally. Whether it was the women of the Brown Berets being disrespected by men, or being treated as inferiors within the organization, the power struggles at play within the movement are worth thinking about.

This also makes me think about how I view feminism in contemporary society — the negative connotations often associated with it — and the backlash I receive from some of my girlfriends when I tell them I personally identify as a feminist. Women have a come a long way since earning the right to vote, however still have a ways to go. Taking this course helped expand my knowledge of Feminism as a whole and fueled a curiosity for the continued exploration of Feminist thought and the ways in which my experience as a woman differs from others because of my race, sexuality and socioeconomic status.

In closing, I gained more from this class than I ever thought possible. Through engaging class discussions, weekly readings and my role as an active participant in the creation and documentation of Ms. Guadiana’s oral history, I explored previously uncharted territories — the Chicano Movement. Having no knowledge of this movement before I enrolled in the course, I can now confidently say that though I may not be an expert, I have beyond a basic understanding of Chicana activism during the 1960’s through 1970’s, particularly within education reform and the farm worker’s movement. This class also acted as a gentle reminder to consider who is constructing official U.S. histories and collective memories, and more importantly the organizations and individuals that have the power to counteract the status quo and bring to light hidden memories. Our nation’s history cannot be understood by ignoring some stories and highlighting others. If we want to progress as a society and prosper as a unified nation we must learn form the experience of our peers as well as from past generations.  If we continue to keep certain histories suppressed our country’s collective memory will be warped and broken.

Moving forward as an international studies student into life as a graduate, I know I will carry the knowledge and understanding gained in this class with me. On a global scale it’s important to remember how women’s identities are shaped by the intersection of various factors. As women we are not a homogenous mass facing the same challenges and fighting the identical battles, but we are ultimately striving towards a similar goal — a world in which gender constructs don’t hold us back but allow us to flourish and live an empowered life.

If I can achieve half of what Ms. Guadiana has accomplished I will be immensely thankful. Her activism and dedication to education reform, the Chicano Movement and Farm Workers Association is truly remarkable. She is an inspiration to all individuals hoping to engage in social justice work, and I know regardless of where I end up — whether it be the Foreign Service, public policy or international social work — the ideals she lived by will be something I strive to embody. 

Thank you for a fantastic semester, I'm so happy to have shared this experience with you all!