Skip to main content

Celebrate Latinx instead of Hispanic Heritage Month

 



This week we welcome the celebration and acknowledgment of our Latinx communities even though the proclamation made by our government is a missed opportunity for true inclusion and representation. 
"In recognition of the achievements of Hispanics, the Congress, by Public Law 100-402, as amended, has authorized and requested the President to issue annually a proclamation designating September 15 through October 15 as “National Hispanic Heritage Month.”" 
A Proclamation on National Hispanic Heritage Month, 2021

As you can read above, the language used in the proclamation made by the White House, suggests that we should celebrate the contributions made by the Hispanic community in the United States. But, because they chose to use the word Hispanics instead of Latinx, they are excluding many communities whose heritage does not includes the Spanish language, even though many of these diasporas descend from countries geographically located in Latin America.

Countries and territories such as  Brazil, French Guiana, Guadalupe, Haiti, Martinique, Saint Barthelemy, Jamaica, Dominica, Trinidad & Tobago, and Saint Martin, to mention some, were colonized by countries that imposed other languages other than Spanish. It is important to mention that the majority of the population of these communities identifies as Black. 

The legacy of this part of the population of the United States includes preserving their mother languages such as Native tongues, Creole, Portuguese, French, and more. 

When are these communities celebrated and acknowledged? Do they also get a month? 

Therefore, here is why I am choosing to use Latinx instead of Hispanic:

  • First and foremost, it excludes the colonizers
  • Latinx includes every person whose heritage stems from the Latin American territories regardless of their mother tongue
  • Latinx also includes and celebrates all identities
Lastly, it is important to keep in mind that these communities need to be celebrated, acknowledged, and included in our curriculum all year long.

The Latinx community is so vastly diverse that it is of the utmost importance that we work on creating spaces for more representation throughout all aspects of our teaching and to be mindful of the impact such efforts have on our students and overarching communities. 

Tell me how are you preparing to celebrate Latinx Heritage Month? 

 








Comments

Popular posts from this blog

Music of BBIA Peoples in the General Music and Choir Room

Music of BBIA peoples in the General Music and Choir Room (BBIA stands for Black, Brown, Indigenous, Asian) As the discussion about the inherently racist aspects in the origins of minstrel repertoire continues, I find that I need to create a list of alternative repertoire along with reviewing which songs I will probably not use anymore. In my elementary classroom, there is no space for them. As an elementary teacher, I rarely find the appropriate space to have discussions about specific pieces of music and their historical context of injustice, discrimination, and dehumanization of a race. I also don’t feel I have the tools yet, I am working on it, to guide this kind of discussion with my upper elementary students and their families. For these reasons, I am excluding these pieces from my curriculum.   Stories are important and they help us relate to others' reality and allow for a plethora of diverse voices. For these reasons, I tell you a little bit about me so you can understand

Be an Anti-racist Music Teacher

The current challenges of our society are forcing us, in a good way, to reflect on our teaching philosophy and practices. We are asked to revise our curriculum and our own intercultural competence in order to foster a more culturally responsive classroom. Here is an essential question: How do I become an Anti-Racist teacher? Here is a great definition: Anti-Racist Pedagogy: 1.“It is a pedagogy that is grounded in deep self-interrogation of your role in upholding White Supremacy and internalizations that come from being socialized in a racist society. It evaluates areas of racist thought that result in behaviors that cause students to have to navigate, suppress, and ignore moments or environments where racism is apparent. 2.It is a pedagogy that is undergirded by efforts outside of the classroom that focuses on antiracist engagement. It focuses on changing “policy instead of groups of people.” A Pedagogy for Living by Jason A Dungee. Choral Journal Volume 61 Number 4, 2020 Being more in

Los Palos. A Dominican Musical Expression.

As a culturally responsive, relevant, and ABAR (Anti-Biased Anti-Racist) teacher, my praxis is always evolving. One of my goals is to guide my students through the discovery of their cultural identity. This guided process is aligned with the two SEL Standards of Self-Awareness and Social Awareness, as well as our 2014 Musical Standard of Connecting specifically.  I find that some of my students mistakenly suggest that they “do not have a culture." This misconception is due to their limited view of what culture entails. To them, culture is colorful dresses, beautiful songs, energetic dances, yummy foods, and interesting celebrations. However, this is what we consider to be Surface Culture. As I consider implementing culturally responsive strategies in my teaching, one of the challenges that I typically encounter is how limiting the musical curriculums available to us can be. To address this, I am always asking questions and consulting cultural bearers, community stakeholders, and s