Abstract

This article details the experiences of Ignacio Bonillas, one of the first Mexican students to graduate from Arizona’s territorial schools and explicates how those experiences impacted his perceptions of U.S. and Mexican citizenship. Bonillas’s story illustrates how definitions of citizenship in the Arizona-Sonora borderlands were permeable and dynamic before the era of Americanization and encourages teachers and students to interrogate the ways restrictive notions of citizenship are reproduced in public schools. This article goes on to argue for inviting students to access local archives and create case studies of figures whose experiences challenge the Americanized histories of their region.

Journal
Rhetoric Review
Published
2024-01-02
DOI
10.1080/07350198.2023.2286139
Open Access
OA PDF Green

Citation Context

Cited by in this index (1)

  1. Rhetoric Review

Cites in this index (1)

  1. College Composition and Communication
Also cites 12 works outside this index ↓
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  2. 10.2307/j.ctv138wrdh
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  5. Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity
  6. 10.1093/jahist/jar259
  7. Teaching with Tension
  8. Writing Their Bodies: Restoring Rhetorical Relations at the Carlisle Indian School
  9. 10.2307/j.ctvgs08j3
  10. 10.2307/1512132
  11. 10.1080/10665680802400253
  12. Traces of a Stream Literacy and Social Change Among African American Women
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