2013 — NACCS Book Award – National Association for Chicana and Chicano Studies

During the nineteenth and early twentieth centuries, a majority of the Mexican immigrant population in the United States resided in Texas, making the state a flashpoint in debates over whether to deny naturalization rights. As Texas federal courts grappled with the issue, policies pertaining to Mexican immigrants came to reflect evolving political ideologies on both sides of the border.

Drawing on unprecedented historical analysis of state archives, U.S. Congressional records, and other sources of overlooked data, Naturalizing Mexican Immigrants provides a rich understanding of the realities and rhetoric that have led to present-day immigration controversies. Martha Menchaca's groundbreaking research examines such facets as U.S.-Mexico relations following the U.S. Civil War and the schisms created by Mexican abolitionists; the anti-immigration stance that marked many suffragist appeals; the effects of the Spanish American War; distinctions made for mestizo, Afromexicano, and Native American populations; the erosion of means for U.S. citizens to legalize their relatives; and the ways in which U.S. corporations have caused the political conditions that stimulated emigration from Mexico.

The first historical study of its kind, Naturalizing Mexican Immigrants delivers a clear-eyed view of provocative issues.

One of America’s leading political theorists analyzes the nihilism degrading—and confounding—political and academic life today. Through readings of Max Weber’s Vocation Lectures, she proposes ways to counter nihilism’s devaluations of both knowledge and political responsibility.

How has politics become a playpen for vain demagogues? Why has the university become an ideological war zone? What has happened to Truth? Wendy Brown places nihilism at the center of these predicaments. Emerging from European modernity’s replacement of God and tradition with science and reason, nihilism removes the foundation on which values, including that of truth itself, stand. It hyperpoliticizes knowledge and reduces the political sphere to displays of narcissism and irresponsible power plays. It renders the profound trivial, the future unimportant, and corruption banal.

To consider remedies for this condition, Brown turns to Weber’s famous Vocation Lectures, delivered at the end of World War I. There, Weber himself decries the effects of nihilism on both scholarly and political life. He also spells out requirements for re-securing truth in the academy and integrity in politics. Famously opposing the two spheres to each other, he sought to restrict academic life to the pursuit of facts and reserve for the political realm the pursuit and legislation of values.

Without accepting Weber’s arch oppositions, Brown acknowledges the distinctions they aim to mark as she charts reparative strategies for our own times. She calls for retrieving knowledge from hyperpoliticization without expunging values from research or teaching, and reflects on ways to embed responsibility in radical political action. Above all, she challenges the left to make good on its commitment to critical thinking by submitting all values to scrutiny in the classroom and to make good on its ambition for political transformation by twinning a radical democratic vision with charismatic leadership.

Recent anthropological scholarship on “new midwifery” centers on how professional midwives in various countries are helping women reconnect with “nature,” teaching them to trust in their bodies, respecting women’s “choices,” and fighting for women’s right to birth as naturally as possible. In No Alternative, Rosalynn A. Vega uses ethnographic accounts of natural birth practices in Mexico to complicate these narratives about new midwifery and illuminate larger questions of female empowerment, citizenship, and the commodification of indigenous culture, by showing how alternative birth actually reinscribes traditional racial and gender hierarchies.

Vega contrasts the vastly different birthing experiences of upper-class and indigenous Mexican women. Upper-class women often travel to birthing centers to be delivered by professional midwives whose methods are adopted from and represented as indigenous culture, while indigenous women from those same cultures are often forced by lack of resources to use government hospitals regardless of their preferred birthing method. Vega demonstrates that women’s empowerment, having a “choice,” is a privilege of those capable of paying for private medical services—albeit a dubious privilege, as it puts the burden of correctly producing future members of society on women’s shoulders. Vega’s research thus also reveals the limits of citizenship in a neoliberal world, as indigeneity becomes an object of consumption within a transnational racialized economy.

While teaching at an all-Black middle school in Atlanta, Meira Levinson realized that students’ individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle.

Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson’s account challenges not just educators but all who care about justice, diversity, or democracy.