lincolnre seeing here, is looking forward to the future . and we know he is going to die. >> you can watch "the presidency" here on american history tv on c-span3. tv,ext on american history author and ethnic studies professor david montejano talks about the research that inspired his dissertation and bulk chronicling -- and book chronicling texas jakarta history. the professor discusses the relationship between anglo-americans and mexican americans. and accident -- texas representative's does improvement of the she can't a movement.

prof. garcia: the professor has-- welcome him back, my good friend and colleague. professor montejano is one of the most distinguished scholars and historians in the country. it is an honor to have him as the keynote speaker for the conference. histive texan, he received phd in social of the from yale. he also chairs the center for social change at uc berkeley. prior to teaching at berkeley, he was associate professor at texas, also a director for the center of mexican-american studies. his research on borderlands

history, comparative history, and recent ethnic relations. inhas been published widely and books. he won numerous awards, including the frederick jackson turner prize in american history. his book on the chicano movement includes a local history of the chicano movement 1966-1981, which also won numerous awards. he was awarded the best book association. it was followed by another book, exploring the political edge with the brown berets. both work published by the university of texas press. prof. montejano has received

numerous distinguished fellowships, including endowment for the amenities, a fellowship at stanford, and a fellowship at the library and harvard. his presentation today is on the past and present of the chicano movement, from reflections and questions. it is my honor to welcome professor david montejano. [applause] prof. montejano: how do i turn this on here? alright, thank you.

thank you. og, of not technologically savvy. my smartphone is still smarter than me. thank you, i'm honored to be here. thank you those who organized the conference. it is quite an honor. my charge, as i understood it initially, was to sketch out the landscape and suggest future directions. the other thing was to reassure you that is part of the prolific record of publications. there are still areas to research, folks. [laughter] we have not taken all of the oxygen out of the room yet. in light of the early morning reason tatian --morning

presentation, i don't think we have to worry. i was so excited to hear the presenters this morning. i would like to get a round of applause for them. [applause] what i want to do today is present some reflections based on my research on the chicano movement, and to invite you to consider some points for future investigation. initially i was going to survey and point out what i thought were strengths and weaknesses. but i'm not going to do that. i decided the best way to proceed would be to use my own experience to suggest the lessons that i have learned and to suggest what else can be learned. in other words, and organic explanation rather than analytical one. thinker words, one that i displays the obstacles and breaks down the partition between survival and academy and

knowledge production. in the sense, this is going to be somewhat autobiographical. but it's also reflective of the chicano generation. that generations of scholars and experience. we are, in a sense, products. those of my generation were participants and beneficiaries, many of us went into graduate school precisely because of the movement. we were inspired and wanted to recover our history, or learn what was going on around us. but many of us were accepted into graduate schools because the admissions committees had decided to cast a wider recruiting net. in other words, there was agency on our part, but also a structure of opportunity. that is one of the points i want to make in my presentation. we should studied at interaction between agency and structure. often times we just rely totally on agency and forget about

structure. in any case, i think i am an ideal candidate to undertake this kind of task. and many of you look at me, as you heard the introduction, i'm introduced with this distinguished record, having coupled -- having published several books at berkeley -- you think, my god. it's not anything like that at all. as an undergraduate at university of texas at austin in the late 1960's i was very active in a political movement. the farmers strike in california and texas, the black civil rights movement, the antiwar movement, and generally the counter culture movement. i had already been arrested in a protest. i was a sociology and political science major. i was trying to understand the

social change i was involved in. that is why i ended up going into sociology. they provided the tools for analysis. this was in the early 1970's. i did not realize i had been the subject of conversation until later, when my aunt asked my mother, because i had been at yale. she had not seen me, so she had asked where david was. she said, he started yale. -- my aunt said, [speaking spanish] [laughter] when a crime futures -- when a time came to choose a presentation topic, i chose the chicanos. i think this is the key to political consciousness. these are cards from the b -- guys from the barrio, many of

them high school dropouts, many drug addicts. but here they are joining an organization, becoming involved in various events. my thing was, if i could discover the key to that political consciousness, perhaps that could be duplicated. do. is what i wanted to this is from the 1970's. these are two cartoons that dramatically portray pieces. now the brown beret, discipline, and so forth. that was my thesis. imagine instead when i got into the field, what i found out was a disintegrating organization. this is 1974-1975.

in part, that disintegration reflected what was going on largely in the chicano movement. the berets were falling apart, and so was my dissertation topic. [laughter] this is what i found. they gave up heroin while they were in the a race. -- the berets. to complicate matters, at the same time that i'm having problems with this dissertation hired at university of california berkeley as an acting assistant professor, and given a timeline to finish my dissertation. you can imagine -- i will come back to what happened later, because i am at berkeley now.

time arely, about this you to deal with the dissertation, i met paul. historian, didh most of his publishing in the 1930's and 1940's. i was surprised he was still alive. he was in the still building i was in at berkeley. he had already suffered a stroke. him i was familiar with his work. he immediately tested me, he said, name my book and who published it in what you're. i said, american mexican frontier, 1930, whatever. that opened up the doors. we started talking. he says, to you know that my interviews-- i only use 10% of them. i started going to the library, and it got us hooked.

here are interviews conducted in the 1930's. and i focused on texas, where people of all stripes and many politicians, ranchers, farmers, growers and so forth. i was shocked. texans talking about mexicans no holds barred. language that i had not heard. also learning about the imposition of labor controls. again, another part of history that i did not know. i am getting involved in interviews, my historical introduction to the array chapter kept growing. -- to the beret chapter kept growing. eventually i said this would be my dissertation. one lesson i learned right away is that you need to be conscious of your audience.

the lesson before knowing your audience, be sure you have an ending to your inquiry. don't spend years on something and not know how to wrap it up. i was conscious of my audience, and that was the second reflection i had from this. wrote atd that if i that time -- and we had good literature of the time. if i wrote my book on the berets other time, it could have easily been misinterpreted and generalized. and so i was conscious of my audience. but with the history i was writing on anglos and mexicans in the making of texas -- this was a book that i wanted anglos to read. i did not want this to be seen as a history about mexican-americans written by a mexican-american. i do not want it to be dismissed. i said this is a texas history

about interactions between two people. and given the fact that most of my documentation came from anglos, the voices and so forth, anglo had to be used there. i was countering the triumphalist literature. anglos and mexicans in the making of texas. again, be conscious of your audience. and the corollary to that is to understand the political implications of one's work. inaging in this history, 20th century history in particular, i became aware. i realized the world that my parents and grandparents grew up in in texas. that led me to a humbling insight. we chicano youth had cast a lot of blame on our elders for what we saw as pacitti. -- saw as pasivity.

youth, arrogant despondent. how could you take this? how could you live with this kind of segregation? with us because we did not have a history. we did not understand the structure of depression they had to contend with. in fact, when we start looking at that structure, it was because of changes in that structure that we could even say we have the chicano movement. the college students at the time, we ourselves were evidence of that change in structure. we were evidence that there were leaks in the jim crow structure. sense,ucture had, in a allow us to live. here we were involved in further contesting the structure that we were surrounded by. it was a very interesting irony. one of the examples of that leak

, the catholic school structure that developed alongside the segregated public school structure was very important. mario and i are both products of catholic schools. given the time that we lived in, the padre was the only way out of the underfunded segregation we would have had otherwise. looking at structure to understand agency, and trying to connect the dots, right? understanding the interaction action between agency and structure was key to explaining social change. that anglos and mexicans, 150 years, i start

with the fall of the alamo and come up to 1986. i end with an emphasis on the challenges to jim crow structure, both by two chicano movement organizations. mexican-american legal defense and education fund. there is this map -- i did not reproduce it. up ins a map that comes one of the later chapters, actually the last chapter of anglos and mexicans. were those triangles are voting rights -- what those triangles are are voting rights lawsuits filed by maldef. those that talk about the end of the chicano movement don't know what they are talking about. these are lawsuits being

launched by chicano movement organizations. i don't know why anybody has taken this queue. can you imagine a regional map with all of those triangles representing the lawsuits that we filed during that time? it would be impressive. i was going to ted cruz talk about how we have to carpet bomb isis. i thought, if we did that, it would be our own carpet bombing. we are carpet bombing the strongholds of the axis. whether something else in this mess -- there is something else in this mess that is important. each triangle represents community history. there is a narrative under each triangle, folks.

a narrative that has not yet been captured. the reason i can say that is because in maldef, if you underscores -- if you understand their organizing strategy, they did not just show up. there organized the leaders of the community, the clergy, small business people and support, brought them together and say, this is what we want to do, but we need plaintiffs. we need plaintiffs. alright? so some communities turned them down. we don't know where those communities are now. in terms of what happened as a result of the lawsuits, we have only anecdotal evidence. that is all we have.

we have someone elected to the house of representatives in texas, and becomes a leader in the whole state. this man was the leader of the voter registration campaign before running for office. -- this woman was leader of the voter registry scanning before running for office. forcan imagine, this begs some kind of comparative method. course, the comparative method is still the foundation for analysis. even when we are doing a single case study, you should be thinking comparatively. examples that i can give you, in anglos and mexicans, i was trying to understand what it was like in the southwest right after the war when we were occupied militarily. how do we understand that? i started reading u.s. policy

occupationapan under right after world war ii. this is where the notion comes from. because of the u.s. having decided to approach the japanese with racism and so forth. you are thinking comparatively. the same thing with labor control, the notion of labor control comes from reading about how the german suppressed workers in the late 19th century. even though we are doing a single case study, we should be thinking comparatively. anglos and mexicans came out in 1987. it took another 10 years before i returned to the movement. i was not even sure it was going to come out.

really shook me out of that was thecomplacency henry gonzales people -- gonzales papers. they really gave me a jolt. henry gonzales was in adversary to the chicano movement. he is an interesting guy. individual.ex obviously he was an advocate, parents,r heroes of my of the older generation. but he was a devout enemy of the chicano movement. we can talk later about why that was the case. but it does not make any difference right now. what happened here was the family donated his paper to the

university of texas at austin. one box was labeled the chicano movement. and my god, when i opened the box, it was a treasure trove if you are a historian. you would start dancing. [laughter] i mean, even though what i found was all negative. he had police photos of participants, and police photos of the house where we were meeting -- where i had been. he had police photos of people i had interviewed. he had confidential memoranda, letters from clergy that were opposed to the chicano movement. as a father, how could you? father, you had been there in the meetings with us. and here he was writing confidential reports to the police. all of it was there. here i thought, now is the time

to die fecund with. here are some of the photos. -- now is the time to dive back into it. was the school. this is a freedom school. the mississippi freedom school, a lot of freedom schools set up in the south. this is our own chicano freedom school, reflecting the interaction between the black civil rights movement and the chicano movement. there is another police photo of the interior. photos, like i said, participants in the movement that were arrested. he had several. fines --at face of the there. defiance right i like this one too. [laughter] i use the photos of the women to

show about the emergence to leadership positions. the photos folks, visuals are so important. insight or lesson that i have learned here, when you are looking for relevant archives, go to the opposition. do not forget the opposition. they can provide the foil, the basis for tension in your narrative. the policing agencies, they are the bureaucracy. they write reports and have secretaries and so forth. they did a much better job of documenting the movement. they are policing us. if you want to read an interesting history of the b erets, read the fbi report. they alerted all their offices along the trail, let us know what is going on. and they did.

definitely look at oppositional archives, they are very important. then i come back to the project. a history of the movement in san antonio. a companionl, biography of me hanging out with the guys. two different projects that are innocence related, but two- - are in a sense related, but two different voices. in any case, the language i had used in "anglos of mexicans" of race and class i found was insufficient when getting down to the ground level. in other words, "anglos and

mexicans" covered 150 years of t hat swath of land in texas. and soldiers only dealing with 15 years in one community. the language of race and class that had done so well in "anglos inadequate towas capture that at the neighborhood level. now it was a matter of self-identity. poor defined themselves into finer gradations of property. you think they are all poor, but the poor choose finer distinctions amongst themselves. and the youth, they were organized by new roads. it was in a sense natural that the beretes, i would be drawn to the gang literature. i had to take gang identity seriously.

gang studies, social work literature, all of those ended up becoming relevant for understanding the world that the berets grew up in. i'm somewhat surprised, given the prominence of gangs in .hicano literature this is a cartoon that i found. gonzales collected all the criticism that was launched. calling us "racist, pinko, communist." "where as the pride, where is the anger, where is the same people?"

anyway, that is one of the gems that i found in the box. this is moving on to gangs -- this is social work. master thesis from someone doing their masters in social work. map did not come out too well here, but in any case, being able to visualize the gangs affiliations. that was very important. what i'm saying, working at the ground level means accommodating various identities. gender, of course, was important. so was generation. class obviously was in play still. much of my book deals with the tension between the mexican-american middle-class and the working class chicano

then i also got into the chicano movement because i suck class and gender playing a role -- i saw class and gender playing a role. what happened here? here.t know what happened there we go. .hank you, matt , i will spare you the raw figures. it comes from the statistics maintained by the police department. looking at it, i was able to

draw some conclusions. there are sources out there we toe not yet tapped in trying respond to the chicano movement. theaven't focused much on segregation structure we were dealing with. this is a diagram of part two. it shows class differentiation. we are using this to illustrate again the influence of class and

gender within the chicano movement. what i get away from what i want to say in terms of an insight is doodling is very important. relationshipse between the various people or organizations, whatever you most of important -- these never appeared in prison. this is background thinking. this is one diagram that didn't make it into print. it's a way to clarify what your argument is. i carry around an analytical framework in my head. it is split up in terms of individual organization and communities.

you could go on to the society, nation, whatever. keeping that analytical framework in mind, i talked about the community. then i talked about the organization. i did not want to dismiss biography or individual agency. i conclude by going through individual biographies. the last part has two chapters. putting this together, i have to think about, what has been my method? i realized, this is what i did. unrealized on leadership. the other chapter on realized leadership. in a sense, i wouldn't call it

balance or symmetry. i am just trying to cover all of my bases. if i talked about why guys joined the parade, i felt i had to talk about why some guys didn't join. i would call this not balance or symmetry but acknowledging complexity. one of the major arguments that i have, and there are several in but you will recall that i didn't write the dissertation because of the audience. if i had written it at the time, it would have been a failure. clearly now from a longer timeframe, from a much longer

timeframe, i think we can talk about the successes of the movement as well as its failures. in trying to do that, i coined the term second-generation movement. time, i was responding to those who said the movement ended in 1975. second-generation movement organization. i described it as an organization formed by movement activists but without the nationalist or revolutionary rhetoric that characterized a lot of our organizations. these were organizations committed to helping marginalized communities. a second-generation movement organization.

we have several. i think the southwest voter is one. this is another one. this was communities organized for public service. cortez went to the high school that i went to. i talked about it here. these folks go on to leadership positions and so forth. this is one of the conferences. you can see money versus people. ?hat do you want alamodome. that

drainage,education, parks, housing. what is also important about this second movement generation organization -- second-generation movement organization is the person speaking at the podium. cops says over the six presidents they have had, the five of them have been women. cops was the vehicle for women to emerge as spokespeople, as leaders, and as candidates for , very important. i want to turn finally to my based onnal, which is the female hanging out with the guys. photographs.se

obviously, i want to keep their anonymity. montoyated the son of who was an artist to do .llustrations for the book this is one of his illustrations. it was an interesting collaboration, i have to say, between matteo and myself. he is not a graphic artist. i wanted him to be a graphic artist. i would say, that's not the way it looks. we've got to do this. photograph. from a protests in front of the mexican consulate. there was the anniversary of the , but again, showing the

political nature of the brace -- berets. here is the nonpolitical nature of the berets at a meeting that you can't see too well here, but they discovered -- one of the guys had his gun, and then another beret, you see the gun over here. they sought cans out there, and they started betting, who can hit the can? otherhey are betting each who can hit the can, and that's me over there. this is drawn from an interpretation. that's me. that's my friend matteo. we have a camera. we have a video, a projector. what did they want?

i have to return something here. i couldn't just take. i had to return. they wanted some lessons in history and so forth. the best way to do that was through film. they don't read. it was through film. the second time i showed everylm, and you know, time a security guard would come out or a policewoman would come out, they would take out their guns and so forth, and that is how they found out there were two guns among the group, and then they got distracted. this is what happens all the time. they got distracted. they wanted to see who could hit the can. they forgot about the lesson that i was trying to convey. s.at's the beret

this is also the berets. this is at a meeting. the title is "what we do to live." this is the beret truck that we use. was full of stuff that rifled through. it was funny. this is like the toilet, the sink. that's what he had to deal with. now you see why he didn't write it up the first time. now getting back to the story, i had a few years to finish that dissertation i didn't finish. , "youbtitle here is better hurry and finish."

this is the professor walking away from me. he said, you better hurry and finish. said, you've got to get the floor right, man. there are a lot of little interesting things when you look at the list ration -- the illustration. that's just the beginning. i don't like to leave things unsettled. i like to have resolutions. i have a resolution here at the end. that's lowenthal. ,bviously, this is interpretive

but this is towards the end. i didn't realize lowenthal have been one of the fellows at the center for advanced study. he had a book that he published in 1955 called "literature and the image of man." i'm reading through what he oh my and i'm saying, god, had i known this, maybe i could have established some kind of communication with professor lowenthal. in any case, i ended up using his language to portray the of man.lity he's talking about what don quixote represented, and so forth.

this sort of represents the coming together here of using quixote and the brown berets. this is based on a famous artist who had a certain drying style, and matteo mimicked it. he refused to do that for the others. he said, i have my own mark. it would be interesting for matteo and i to get together to talk about how we collaborated .ere i did finish the dissertation in time to keep the job at berkeley , and the result was this.

recall, quixote, the way he tried to accompany him was by promising him an island kingdom. here are the island kingdom i have been at, starting with the tower at yale. we have here the memorial tower at uc berkeley. stanford. then we have the university of mexico. those are my island kingdoms. that is the artistry that sense, tries in a to summarize my intellectual trajectory. this will bere -- the last sort of reflection -- the lesson here is the academic

calendar reflects -- doesn't reflect your life or your work. you have to decide how to deal with that. you make your decisions and know what the consequences will be. let me summarize these reflections. make sure you pick a project that has an ending you can live with. be conscious of your reading audience and write accordingly, and explain social change. pay attention to structure as well as agency. understand the opposition and their interests. gather their reports, photographs, and so forth. method,arative essential for composing an explanation, even when only .ngaged in a single case study part of the important background thinking that never occurs in print is doodling and

diagramming the relationship between people, organizations, and so forth. acknowledge failures as well as successes. acknowledge the good and the bad. finally, understand the university has certain expectations and deadlines, and that you have to deal with that. thank you. [applause] >> thank you very much. we have about 10 minutes or so. i want to make sure we get our participants off to lunch at 12:30. questions.it up for you mentioned the fbi records. i had access to the fbi records, and they are voluminous. . lot of it is censored do you want to talk little bit more -- it is interesting that a

is of chicano history available as a result of the institutions that were part of the fbi community. can you say little bit more about the fbi records? there. are i don't know what to say. you have to ask for them repeatedly. it takes time. it took me several years to get the berets records, and when you get them, they are going to be incomplete. much of it is going to be redacted. an document i got from the fbi was a page that was reductive. it was membership for the brown berets, but it was all redacted. however, by noting how much was redacted, you could tell how many members were in the organization.

you can squeeze out a lot of things from redacted memos. i wanted to a knowledge the presence of one of the early major advocates in chicano studies and the formation of things like the national chicano , and a association longtime faculty member at uc berkeley -- let's give a round of applause to professor mario berrera. [applause] ok. questions, comments on the keynote address, anything you guys went through. go ahead. thank you for that wonderful talk. i wonder if you could come back

to the question from the previous panel, what do think about the continuity on either end of the movement years? you mentioned the second generation, but maybe you could talk about the first. i wonder if you could expound upon the limits of cultural nationalism. >> that's another talk. [laughter] yes, of course there is continuity. that's why the idea of the second movement organization is interesting. we can look at several environmental justice organizations, for example, that come out of the chicano movement. some labor organizing comes out of the chicano movement and so forth. to me, those that say the movement ended at a certain time , that does not hold any water.

you saw the map. that goes up to 1984. i think the continuity is there. to join the connections between the post-world war ii generation, the chicano generation, i think you guys have been doing a great job. obviously, there is continuity there. anding about george sanchez others, there is no question there is continuity. with cynthianel works ono has written various movements, talking about the women of lulac in the 1920's, talking about the mexican-americans after world war ii.

we were all in the social movement panel. cynthia started first by talking about how the lulac founders were criticizing the leadership they had because they were all in the arms of the political bosses. the very people cynthia slotted world war ii vets were criticizing the lulac leadership. this is a chicano, and we are criticizing the folks amelia was talking about. the generational analysis works well here. we might talk about discontinuity ourselves. we might say, you guys haven't done anything or whatever. clearly, there is continuity.

it's ironic that each generation has criticized the previous generation for what they haven't done. >> you mentioned cops. there's another connection there. salt wolinsky influences were there for the farmworker struggle. copsck it up not only with , but here in l.a., we have another organization that is also a wolinsky -- alinsky. >> i would say that out of uno,

there were more long-term goals. i think it was influenced by the theology of the generation, marxist and other influences. the women of ucla also moved on to environmentalism. >> i want to add one thing i terms of to mention in what i consider to be understudies.

to me, the ultimate is los angeles. i know mario is taking bites out of the elephant, but there is still a lot of elephant left, folks. [laughter] >> we have time for a quick question or comment. this.ove literature frame myself. on the question of continuity -- [inaudible]

>> i didn't see it so much as anti-spanish. i was looking for a metaphor -- >> [inaudible] you went beyond that. of a discontinuity in the politics of the movement. >> i was looking for a metaphor anglos andbridge mexicans. i thought i found it in quixote. [applause] [captions copyright national cable satellite corp. 2015] [captioning performed by national captioning institute] which is responsible for its caption content and accuracy. visit ncicap.org] c-spanican history tv on 3. this weekend, tonight at 10:00 p.m. eastern on "railamerica" -- >> all such farm jobs which are tough or unpleasant or referred to as stupid labor. this is the only era -- area in which the american labor supply

falls short and is supplemented by mexican citizens, sometimes called nationals or mexican nationals to the term most commonly used is broceros. in spanish, this means a man who works with his arms or hands. the big question and many mines is, why -- in many minds is, why braceros? >> sunday morning at 10:00 p.m. eastern on "road to the white house rewind." >> my view is that the soviets are aggressive. they have overstayed in afghanistan. they have bitten off more than they should be allowed to digest, and i think that the best answer to it is for them to know that the united states is going to keep its commitment. >> i agree completely. inre people want to be free,

soviet or cuban domination, the united states should be willing to provide weapons to any men that want to fight for their freedom against those hostile forces. >> the 1980 texas republican primary debate between former california governor ronald reagan and former cia director george h.w. bush. at 6:00 on american artifacts -- >> the hart building is also the least of the classical buildings. the russell building is very neoclassical. the dirksen building is sort of a mirror image of a neoclassical building, a little plane -- pla iner, but the hart building is very modern. some people have compared it to an ice cube tray. senate historian emeritus don ritchie takes us inside the newest of the three senate buildings, the hart

senate office building, to learn about its construction and place in congressional history. at 8:00.residency" smithsonian senior historian david ward chronicles abraham lincoln's life through photograph and portrait. >> a rather exasperated lincoln takes time out from writing the inaugural address to sit for his last photograph, in which he looks rather peevish, but you notice the eyes disappear, this isse in which lincoln present to the public in his suffering. >> for the complete weekend schedule, go to c-span.org. >> next author and historian caroline jenny discusses national reconciliation and its limits. she argues that the spanish-american war in 1898 bonded former white confederates and unionists into one national army, helping to reunite the country, but she says this reunion came with restrictions that denied equality for

soldiers, aican division mirrored in american society at large. this talk was held at the library of virginia in the next speaker, dr. caroline janney is professor of history at purdue. she will always be a virginia girl kerry she received her phd from the university of virginia, go hoos. she is also a familiar face to museum audiences. spoke on the subject of her latest book at the university of richmond -- "remembering the civil war." she returned to richmond the following june to accept the jefferson davis award for the same book. bookirst