A peculiar tension has always existed between activist educators working in public and higher education. Maybe it is the contradiction of cultivating consciousness of youth while being on the payroll of institutions (and certainly the state) that seldom believe in such politically minded pursuits. Or perhaps, as Luis Urrieta asserts in Working From Within: Chicana and Chicano Activist Educators in Whitestream Schools, it is the self-awareness of being essentially a tool for a system that wants to (and, in many cases, will) assimilate students into white-dominant mainstream America. What this means for Chicana/o teachers in the Southwestern United States, and the movements from which those teachers hail, is at issue for a subculture of educators.
The tantalizing philosophical quandary Urrieta presents indirectly then is this: how much will students’ fates actually change through progressive educators on the tab of a system that, at best, wants to generally educate youth of color for ‘the future’ and, at worst, actively and systematically teaches versions of history that may swim against community self-interest?
In Urrieta’s view, such changes are emblematic of how movements grow and change over time. Unexplored is how militant Chicana/o activism has mostly vanished amid the rise of mainstream social action and nonprofits. It is debatable how good or bad the developments such movements have seen ultimately will be, but Urrieta’s research certainly ads more to an ongoing conversation.