Abstract
As the youngest daughter of a first generation immigrant family, I am not your traditional “academic.” My father, Miguel, was from the popular tourist resort of Mazatlán, Mexico. In the United States he labored as a journeyman brick mason for most of his life. Miguel took great pride in his profession, working hard to remodel the homes of the rich and famous in La Jolla, California. Rosalía, my mother, was born in San José del Cabo, a small fishing village on the tip of Baja California. In San Diego, she toiled as a domestic worker in the homes of moderately wealthy Euro-American families. Born and raised in San Diego, I had family on both sides of U.S.-Mexican border and traveled frequently between these two countries. These conflicting yet coexisting worldviews shaped my culture, identity, and consciousness. As a transborder person the languages and cultures of these countries comingled in me, and I utilized them interchangeably; yet English predominated over Spanish, creating a Chicana identity, distinct from that of a Mexicana.
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© 2002 Amie Macdonald and Susan Sánchez-Casal
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Valle, M.E. (2002). Antiracist Pedagogy and Concientización . In: Macdonald, A.A., Sánchez-Casal, S. (eds) Twenty-First-Century Feminist Classrooms. Comparative Feminist Studies Series. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230107250_7
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DOI: https://doi.org/10.1057/9780230107250_7
Publisher Name: Palgrave Macmillan, New York
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