Publications & Presentations

Pizarro, Marcos

Publications & Presentations

  • Marcos Pizarro. "Preparing Teachers to Work in Disenfranchised Communities: Deconstructing Latina/o Historical Trauma and Internalized Racism" (2014).
  • Marcos Pizarro with Rosalva Gaytan, Martha Naranjo, Carlos Navarrette, and the MAESTR@S Collective. "Racial Justice Leadership in Disenfranchised Latina/o Communities: A Model for Walking Social Justice in Schools" (2014).
  • Marcos Pizarro . "The Twists and Turns of Ethnic Prejudice and Discrimination: 21st Century Manifestations of Historically Entrenched Racial Ideologies" (2014).
  • Marcos Pizarro. "Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment" University of Texas Press. Book. University of Texas Press, (January 2005).

    Abstract: By any measure of test scores and graduation rates, public schools are failing to educate a large percentage of Chicana/o youth. But despite years of analysis of this failure, no consensus has been reached as to how to realistically address it. Taking a new approach to these issues, Marcos Pizarro goes directly to Chicana/o students in both urban and rural school districts to ask what their school experiences are really like, how teachers and administrators support or thwart their educational aspirations, and how schools could better serve their Chicana/o students.
    In this accessible, from-the-trenches account of the Chicana/o school experience, Marcos Pizarro makes the case that racial identity formation is the crucial variable in Chicana/o students' success or failure in school. He draws on the insights of students in East Los Angeles and rural Washington State, as well as years of research and activism in public education, to demonstrate that Chicana/o students face the daunting challenge of forming a positive sense of racial identity within an educational system that unintentionally yet consistently holds them to low standards because of their race. From his analysis of this systemic problem, he develops a model for understanding the process of racialization and for empowering Chicana/o students to succeed in school that can be used by teachers, school administrators, parents, community members, and students themselves.

  • Marcos Pizarro . "Searching for Curanderas: A Quest to Revive Chicana/o Studies" Journal of Latinos and Education. Journal Article. Vol. 3. Issue 3. Journal of Latinos and Education, (2004). pp.145-164.

    Abstract: Chicana/o Studies has fallen victim to the contradictions of challenging the academic apparatus from within. In this article, I argue that Chicana/o Studies and its scholars are still struggling with the most basic issues introduced in the early 1970s. This is of grave concern because a race war is now being fought in U.S. academia and Chicana/o Studies and its scholars are losing. The heart of this analysis focuses on the possibilities of reinvigorating Chicana/o Studies by creating a new framework that emerges from the unique world-views and systems of knowledge that exist within Chicana/o communities.

  • Marcos Pizarro and Margaret Montoya with Monica Nañez, Ray Chavez, and Nadine Bermudez. "Seeking Educational Self-Determination: Raza Studies for Revolution" Equity & Excellence in Education. Journal Article. Vol. 35. Issue 3. Equity & Excellence in Education, (2002). pp.276-292.

    Abstract: This article is a multi-textured effort to explain the educational, social justice work of MAESTR@S, an innovative, organic group of educational activists fighting to address the needs of Latina/o youth. It is unlike anything we have ever written and probably unlike anything you are likely to read in an academic journal such as EEE. We do not have a well-defined result that we are reporting to you. Instead, we see ourselves on a quest, with a deep concern about the current educational choices facing most raza youth and their teachers and a commitment to try to work in community with others who share these concerns.

  • Marcos Pizarro. "!Adelante!: Toward social justice and empowerment in Chicana/o communities and Chicana/o studies" Westview Press. Book Chapter. Westview Press, (January 1999). pp.53-81.
  • Marcos Pizarro. "Racial Formation and Chicana/o Identity: Lessons from the Rasquache" Westview Press. Book Chapter. Westview Press, (January 1999). pp.191-214.
  • Marcos Pizarro. "Contesting dehumanization: Chicana/o spiritualization, revolutionary possibility, and the curriculum" Aztlan: A Journal of Chicano Studies. Article. Vol. 23. Aztlan: A Journal of Chicano Studies, (January 1998). pp.55-76.
  • Marcos Pizarro. "“Chicana/o Power!”: Epistemology and Methodology for Social Justice and Empowerment in Chicana/o Communities" International Journal of Qualitative Studies in Education. Article. Vol. 23. Issue 1. International Journal of Qualitative Studies in Education, (1998). pp.57-80.
  • Marcos Pizarro. "Power, borders, and identity formation: Understanding the world of Chicana/o students" Perspectives in Mexican American Studies. Article. Vol. 6. Perspectives in Mexican American Studies, (January 1997). pp.142-167.
  • Marcos Pizarro. "Somos Aztlan" Wings Press. Poem. Wings Press, (January 2002). pp.225-227.