Imagining America Anew: Ethnic Studies at UC Davis

Exhibit Details

It may appear today as if UC Davis offers Ethnic Studies programs in the effort to match coursework with personal forms of identification. The social movement to establish Ethnic Studies on campus, however, was much more than a campaign to diversify educational options. The history of these programs at UC Davis reveals a student-led commitment to change the university, to make it more accountable to the lives of Californians and better equipped to realize its mission to serve society.

The field of Ethnic Studies is concerned with the examination of the social, cultural, and material conditions that contribute to, and arise from, ethnic associations and formations.  The demand for education and scholarship on understudied ethnic groups arose out of student and faculty demands to make the University more accountable to historical conditions, and the lives of contemporary people.

The intervention Ethnic Studies has made into our understanding of the social life and culture of the United States constitutes as kind of second-order Enlightenment, one that has forever altered the euro-centric scholasticism that once dominated the humanities and social sciences. UC Davis’s  African and African American Studies, Asian American Studies, Chicana/o Studies, and Native American Studies departments, as well as other contemporary interventions, such as the Gender, Sexuality and Women and Studies, Middle East and South Asian Studies, and emergence fields, such as Disability Studies, make three-fold contributions to our campus: they provide cutting-edge education and research, they serve as dynamic incubators for theoretical and methodological innovations that reinvigorate the social sciences, humanities, and arts, and they help to develop a capacity for critical reflection on the social and community effects of academic research.

This exhibit, which was staged in the conjunction with the Imaging America National Conference in 2017, provided viewers with an opportunity to revisit how this invention took shape at UC Davis.  It drew on historical documents to show how the Ethnic Studies movement, itself a part of a  global social justice movement aimed at combating imperialism and racism, vitalized UC Davis Land Grant mission and commitment to community engaged scholarship.

This exhibit was curated by Social and Cultural Studies Librarian, David Michalski, with support from Special Collections, and UC Davis Chicana/o Studies Librarian, Roberto C. Delgadillo.

Community Engaged Scholarship and the Land Grant Tradition

The UC Davis Land Grant tradition guides the broad purpose of a university: to serve the people. This commitment has not only required the University to develop science, knowledge, and technology in the service society, but to engage in studies of the people and society the University endeavored to serve. In the Agricultural Sciences, this commitment led to the development of programs to promote advances in agricultural education, home economics, nutrition, design, and community studies. In the 1960s these programs were grouped under the banner of the Applied Behavioral Sciences department.

Crisis of Purpose

In the 1960s, the commitment to serve the people of the California was thrown into crisis as the university began to reckon with the social fallout related to UC Davis’ role in the invention of the mechanized tomato harvester. This groundbreaking labor-saving device contributed to high levels of rural unemployment and social hardship. If the University was to be accountable to the people, many argued, it would be necessary for the University to study ways of solving social problems related to technological advances. Agricultural education, once primarily concerned with raising productivity, began to take a more holistic look at the communities it aimed to serve.

Professor Isao Fujimoto, began teaching in the department of Applied Behavioral Sciences in 1967, introducing courses such as “Scientific Bias and Social Myth” which sought to investigate the nature of evidence in public and academic communities, and the fit between University education and issues of society.

Professor Fujimoto would go on to help establish the Asian American Studies department. Here is being interviewed by fellow Community Development professor, James Grieshop in 2009.

Who Speaks for the Community?

The revolution in perspective that was occurring in the fields like community studies was happening within in the context of global and local decolonialization movements. The innocent facade of the liberal university gave way as its role in maintaining social and racial inequities, and international imperialist projects became clear to both students and faculty alike. As the contradictions became manifest, new social movements organized to give voice to the people the University had neglected, forgotten, or exploited.

Ethnic Studies as Community Development

On colleges across the country, and even at high schools, students organized to demand changes at their schools. Among the most important demands was the demand for an increase in the number of students from underrepresented groups on campus, specifically, African Americans, Asian Americans, Mexican Americans, and Native Americans. Student groups, which were often supported by key faculty, also demanded changes to a curriculum that focused on European traditions, promoted European American supremacy, and excluded alternative perspectives.

In the spring of 1969 at UC Davis, the Black Student Union, and a student group called Asian American Concern developed plans to reshape the university curriculum to make it more relevant to the people of California. Innovative plans were also developed and submitted by the UC Davis Chicana/o movement and the Native America movement.

The struggle for Ethnic Studies at Davis, as on other campuses, like San Francisco State, and UC Berkeley grew out of the Anti-War movement, the Civil Rights movement, the Women’s movement, and calls for the liberation in the Third World. At UC Davis, however, the call for Ethnic Studies was also inextricably linked to community studies and anti-poverty campaigns, so much so, that our early ethnic studies programs had strong ties to the School of Agriculture, and what today has become the Human Ecology department.

Our Continuing Challenge

The ethnic studies movement continues, with several UC programs, including UC Davis departments, producing cutting-edge research, (such as those found in these key books and journals). Today, the study of ethnicity and racial formations is co-extensive with studies in gender, sexuality, class, and community studies. Our departments lead by producing both new research and new research questions, questions that are crucial as we seek to hone the core mission of the University: to benefit society through the discovery, advancement, and extension of knowledge.

Bibliography

Here is a working bibliography on ethnic studies, and its history in the university .

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———. 1984b. The Social Consequences and Challenges of New Agricultural Technologies / Geisler, Charles C. The Rural Studies Series of the Rural Sociological Society; Variation: Rural Studies Series of the Rural Sociological Society. Boulder: Westview Press.

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———. 1981b. Chicanos in Rural Labor Markets. Berkeley: Cooperative Extension, University of California.

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