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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Overcoming Linguistic and Cultural Genocide in South Texas:
Some Advice for Parents
Julien Ekiaka-Oblazamengo1, Mónica Rosalina Medina-Jiménez1, Valentin Ekiaka Nzai2
(1. Department of Teacher and Bilingual Education, Texas A&M University-Kingsville, USA;
2. Mexican American Catholic College, San Antonio, USA)
Abstract: As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups in South Texas are not ready to give up their cultural and linguistic rights. In opposition to Anglo American leading institutions, many students drop out of schools (Beykont, 1997, 2002). Historically, schools and teachers — consciously or unconsciously — have been the medium to institutionalize a policing of one language (Skutnabb-Kangas, 2000) and to deculturalize and/or Americanize Mexican American students. Since Guadalupe Hidalgo’s bill, the most common methods which were incorporated into educational policies included segregation and isolation, forced change of language, curriculum and textbooks reflecting the dominant group, denial of cultural and religious expression of dominated groups, and the exclusive use of teachers from dominant groups (Spring, 2007). Using a critical pedagogical approach, the authors discuss Texas’ public school districts as an oppressive cultural system by Anglo Americans standards or policies, and some practical advice to Mexican-American/Latino Parents on how to stop the ongoing deculturation of future generations of their children, including the intensive use of technologies.
Key words: linguistic genocide, cultural genocide, linguistic/cultural assimilation, bilingualism
