“We Are Aztlán”: Writing Scriptures, Writing Utopia in El Plan Espiritual de Aztlán

  • Jacqueline M. Hidalgo
Part of the The Bible and Cultural Studies book series (TBACS)


In Alfredo Acosta Figueroa’s memory, primary and secondary education amounted to “Americanization school,” an institution that attempted to strip him of his knowledge of and pride in his Mexican ancestry, and only “five Chicanos graduated from high school since it was started in 1916 to 1947 when [he] entered the high school,” despite the numerical majority of Chicanxs in Blythe.1 Viewing education as part of the unjust power relations in Blythe, which he compares to Mississippi as a more nationally prominent example of “rampant racial discrimination,” perhaps it is unsurprising that he distrusts the knowledge broadly circulated in Blythe’s schools. Instead, he advocates a skeptical reading of what he dubs “European conquest” histories and a turn toward the “historical facts” and “reminiscence of our indigenous cosmic cultural traditions.”2 Tracing his descent as “Xicano,” Chemehuevi, and Yaqui, Figueroa presents himself as both a defender and a retriever of indigenous knowledge that has long been obscured.


Cultural Memory Cultural Nationalism Blank Page Movement Text Mexican Revolution 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© The Author(s) 2016

Authors and Affiliations

  • Jacqueline M. Hidalgo
    • 1
  1. 1.Williams CollegeWilliamstownUSA

Personalised recommendations