A collection of statements of solidarity from Black Studies and Ethnic Studies academic units and scholarly organizations in response to the murder of George Floyd, organized and curated by Natchee Blu Barnd, Associate Editor of the Ethnic Studies Review

This article examines the University of California at Berkeley Chicana/o Studies Movement between 1968 and 1975. The first section contextualizes how the Free Speech Movement (1964) and the Third World Liberation Front (1968–1969) set the stage for the advancement of Ethnic and Chicana/o Studies. The second section offers a historical examination of the Chicana/o Studies Movement and explains political conflicts between the university administration and their internal struggles. The final section examines the role of the El Grito publication and how it impacted the development of the Chicana/o Studies discipline. Finally, this paper examines how the culture of empire utilized neocolonialists to destroy the radical student voice and prevented the creation of an autonomous Chicana/o Studies Department.

Malaquias Montoya describes the journey that led him to UC Berkeley and to participate in the Third World Strike there as an artist. He focuses on making posters to promote the strike of the Third World Liberation Front at UC Berkeley. Montoya discusses select posters of 1969 and aftermath of the Third World Strike.

The author reflects upon his experiences organizing Chicano students, supporting community activism, and participating in the 1969 Third World Strike at UC Berkeley. He additionally offers his own perspective on the importance of Ethnic Studies both inside and outside of academia

The author recounts his personal experiences of the 1969 Third World Strike at UC Berkeley as well as reflects on the importance of Chicano Studies and Ethnic Studies: its value to the students in these programs and to wider community. He also discusses the continuing struggle for support within the academy.

Although playing is generally viewed as a childhood universal—an expected and somewhat innocuous part of children's lives—Chicano writers often particularize play's universality by constructing the diverse grounds of childhood play as sites that encapsulate conflicting subject positions. Among the Chicano texts in which playing shares this complexity as a critical locus for the child protagonist is Américo Paredes' George Washington Gómez . Paredes employs narratives of childhood play in a dialectical pattern that elucidates his protagonist's inner and outer conflicts and that also evokes Ramón Saldívar's theory of Chicano literature. While Guálinto Gomez's playworlds reflect both the violence and discrimination that surround him in the real world and highlight his struggles with his dual American and Mexican identity, Paredes provides no synthesis for his protagonist's dialectical dilemma of doubleness.

This article examines the literary representation of a treatment of homosexuality in Mexican/Chicano culture. In this study, Alvarez argues that this cultural treatment is rooted in the gender paradigm central to Mexican/Chicano culture: the narrative of La Malinche .

This essay examine the development and failure of Perspectivist Chicano Studies. By the late 1960s Chicano(a) academics constructed several views of Chicano Studies. Not all Chicanos(as) followed El Plan de Santa Barbara nor interpreted it in the same manner; several expressions of Chicano Studies existed. This essay traces one such articulation through the writings of Romano and Carranza who develop perspectivism. In the academy the writings of Rodriguez and Rocco manifest Perspectivist Chicano Studies. Moreover in the writings of Atencio and the activists of Hijos del sol we encounter a non-academic expression of this view of Chicano Studies. The essay ends with the failure of Perspectivist Chicano Studies to challenge the rise of an empirical driven Chicano Studies.