This dissertation analyzes Fort Worth's Mexican community from 1960 to 2000 while considering the idea of citizenship through representation in education and politics. After establishing an introductory chapter that places the research in context with traditional Chicano scholarship while utilizing prominent ideas and theories that exist within Modern Imperial studies, the ensuing chapter looks into the rise of Fort Worth's Mexican population over the last four decades of the twentieth century. Thereafter, this work brings the attention to Mexican education in Fort Worth beginning in the 1960s and going through the end of the twentieth century. This research shows some of the struggles Mexicans encountered as they sought increased representation in the classroom, on the school board, and within other areas of the Fort Worth Independent School District. Meanwhile, Mexicans were in direct competition with African Americans who also sought increased representation while simultaneously pushing for more aggressive integration efforts against the wishes of Mexican leadership. Subsequently, this research moves the attention to political power in Fort Worth, primarily focusing on the Fort Worth city council. Again, this dissertation begins in the 1960s after the Fort Worth opened the election of the mayor to the people of Fort Worth. No Mexican was ever elected to city council prior to the rise of single-member districts despite several efforts by various community leaders. Chapter V thus culminates with the rise of single-member districts in 1977 which transitions the research to chapter VI when Mexicans were finally successful in garnering political representation on the city council. Finally, Chapter VII concludes the twentieth century beginning with the rapid rise and fall of an organization called Hispanic 2000, an organization that sought increased Mexican representation but soon fell apart because of differences of opinion. In concluding the research, the final chapter provides an evaluation of the lack of Mexican representation both in Fort Worth education and in the political realm. Furthermore, the finishing chapter places Fort Worth's Mexican situation within the context of both Chicano history as well as identify some key aspects of the history of modern empire. This investigation poses pertinent questions regarding the lack of Mexican representation while African Americans end the century well-represented on the school board, in education jobs, and on the city council.

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La littérature de jeunesse, l'un des supports les plus utilisés dans le contexte scolaire, est considérée comme un objet culturel de l'enfant. Cette thèse porte plus précisément sur les albums de jeunesse dont le personnage principal est un enfant noir. Ces livres sont envoyés aux écoles publiques brésiliennes par le ministère de l'Éducation en vue de « l'éducation aux relations ethnico-raciales » prévue dans les politiques scolaires promulguées en 2003 et 2004, rendant obligatoire « l'enseignement de l'histoire et de la culture afro-brésilienne et africaine » dans tous les établissements scolaires, ainsi que « l'inclusion de personnages noirs [...] dans les supports d'enseignement » (Brasil, 2005). Si, depuis les années 1950, de nombreux chercheurs brésiliens en sciences de l'éducation et en sociologie ont étudié la représentation de ces personnages, les différentes thématiques auxquelles ils sont actuellement associés et la manière dont les enseignant-e-s font usage de ces ouvrages en classe n'ont en revanche fait l'objet que de bien peu d'investigations. Nous étudierons donc ici l'image de l'enfant noir à travers l'analyse du contenu textuel et iconographique de 80 albums contemporains, mais aussi les usages que les enseignantes de huit écoles publiques de Salvador de Bahia font de ces ouvrages, par le bais de deux méthodologies complémentaires : des entretiens collectifs et des observations directes dans une classe de CE2. Nous nous appuierons tout particulièrement sur le concept de race qui, d'un côté, se trouve au cœur de ces politiques scolaires, de ces ouvrages et de leurs usages auprès des enfants et, de l'autre, constitue un outil d'analyse permettant de rendre compte des rapports sociaux. Ce sera alors l'occasion de mettre en lumière les enjeux et limites de ces politiques scolaires et des usages de ces livres en tant que supports de nouvelles modalités pédagogiques pour l'apprentissage de ladite diversité ethno-raciale à l'école. / Children's literature, one of the most widely used aids in a school context, is also considered a child's cultural object. This dissertation focuses specifically on children's books in which the main character is a black child. The Brazilian public schools receive this material from the Department of Education in an aim to promote "education in ethnic-racial relationships" which is present in the school policies that were promulgated in 2003 and 2004, and that made mandatory "the teaching of history and of African-Brazilian and African cultures" in every educational institution as well as "the inclusion of black characters [...] in educational aids" (Brazil, 2005). Numerous Brazilian researchers in the fields of education and sociology have, since the 1950's, studied the representation of this character. Nonetheless, the different subjects to which it is today associated, and the way educators make use of these books inside the classroom, remain yet to be researched. We will therefore, study here, the image of the black child through the analysis of textual and iconographic contents of 80 contemporary children's books, but also the usage that educators of eight public schools of Salvador de Bahia make of these books, while using two complementary approaches: collective interviews and direct observation of a CE2 class. We will focus particularly on the concept of race, which on the one hand, is at the heart of these school policies, of these books and of their usage on children. On the other hand, it constitutes a category of analysis, allowing us to report on social relations. Consequently, this will be the opportunity to bring to light the interests and limitations that these school policies and books entail, as a way to support new educational approaches for the learning of the above mentioned ethnic-racial relationships at school. / A literatura infantojuvenil, um dos suportes mais utilizados no contexto escolar, é considerada como um objeto cultural da criança. Esta tese se interessa especificamente sobre os livros ilustrados infantojuvenis cuja personagem principal é uma criança negra. Estes livros são enviados para as escolas públicas brasileiras pelo Ministério da Educação a fim de atender a "Educação das Relações Étnico-Raciais" prevista nas políticas educacionais promulgadas em 2003 e 2004, tornando obrigatório "o ensino da história e da cultura afro-brasileira e africana" em todos os estabelecimentos de ensino, assim como "a inclusão de personagens negros [...] nos materiais de ensino" (BRASIL, 2005). Se, desde 1950 alguns pesquisadores brasileiros em educação e em sociologia estudaram a representação desses personagens, as diferentes temáticas pelas quais eles são atualmente associados e a maneira como os professores-as fazem uso desses livros em sala de aula têm, porém, sido pouco investigada. Estudamos aqui a imagem da criança negra através da análise de conteúdo textual e iconográfica de 80 livros contemporâneos, mas também os usos que os professores de oito escolas públicas de Salvador - Bahia fazem desses livros através de duas metodologias complementares: entrevistas coletivas e observações diretas em uma turma do terceiro ano do ensino fundamental. Nos apoiaremos particularmente no conceito de raça que, de um lado, se encontra no interior dessas políticas educacionais, desses livros e nos seus usos com as crianças, e por outro lado, constitui uma categoria de análise permitindo observar as relações sociais. Esta será uma ocasião para destacar as perspectivas e limites dessas políticas educacionais e os usos desses livros como suportes de novas modalidades pedagógicas para a aprendizagem da dita diversidade étnico-racial na escola. / La literatura infantil, uno de los recursos más utilizados en el contexto escolar, es considerada como un objeto cultural del niño. Esta tesis se enfoca más precisamente en los álbumes infantiles en los que el personaje principal es un niño negro. El Ministerio de Educación envía estos libros a las escuelas públicas brasileñas con el objetivo de promulgar "la educación para las relaciones étnico-raciales" prevista en las políticas escolares promulgadas en los años 2003 y 2004, haciendo obligatoria "la enseñanza de la historia y de la cultura afro-brasileña y africana" en todos los establecimientos escolares, así como "la inclusión de personajes negros [...] en los recursos de enseñanza" (Brasil, 2005). Si bien, desde los años cincuenta, algunos investigadores brasileños en ciencias de la educación y en sociología han estudiado la representación de este personaje, las diferentes temáticas a las que está actualmente ligado y la manera en que los educadores hacen uso de estos libros dentro de la clase han sido poco investigada. Estudiaremos así la imagen del niño negro a través del análisis del contenido textual e iconográfico de 80 álbumes contemporáneos, así como también los usos que los educadores de ocho escuelas públicas de Salvador de Bahía hacen de estos textos, utilizando dos metodologías complementarias: entrevistas colectivas y observaciones directas dentro de una clase de CE2. Nos apoyaremos particularmente en el concepto de raza la cual, por un lado, se encuentra en el núcleo de estas políticas escolares, de estas obras y de su uso con los niños; y, por otro lado, constituye una categoría de análisis, permitiendo informar sobre las relaciones sociales. De este modo, tendremos la oportunidad de poner de relieve los intereses y las limitaciones de estas políticas escolares, así como de los usos de estos libros, como recursos para nuevas modalidades pedagógicas que facilitan el aprendizaje de dicha diversidad étnico-racial en la escuela.