Arturo Jimenez speaks to parents in Spanish from Arturo Jimenez on Vimeo.
The video on this page should be watched in the context of a very long discussion over a couple of months in the community about the significance of education and what constitutes being an “educated” person in the Denver Spanish-speaking Latino community. That evening, our school board meeting was packed with a majority of Spanish-speakers. The context is important and even many individuals who have a working grasp of the Spanish language would not understand the cultural subtleties of what I expressed or the audience to whom my comments were directed. As a result, much of what I said was lost in the translation, as there is not a way to convey the meanings (and sometimes multiple meanings) of the words into English. I am sure that it may be difficult for non-Latinos, particularly non-Spanish speakers, to understand.
As a beginning point, it is important to acknowledge that Latinos often utilize larger sociological concepts in discussing everyday issues. Unfortunately, the dominant society often mistakes our intra-cultural discourse as some type of antisocial rant. This is often the “fiery Latino” stereotype. Even worse Latinos have been labeled as a group as “sneaky,” “untrustworthy,” “bandits,” and “criminals” in all corners of U.S. society. More often, the dominant society will dismiss the complex shifting between the issue at hand and larger societal concerns in Latino cultural discourse as over-dramatic exaggeration–the “dramatic/passionate Latino” stereotype. All of these derogatory stereotypes justify a view that the dominant cultural expressions are the “logical” and “measured” forms of discussion. Thus, a superior/inferior dichotomy emerges to invoke an overt or unintended condemnation of minority cultural discourse.
To elaborate on what I said in the video, a very simplistic explanation would be that I was extolling other parents to maintain their high expectations for our children’s futures and not be convinced to lower them by others who may not understand that our dreams and goals for our kids are no less than the expectations for their own children.
My statements were quite culturally typical and direct enough to get the attention of Spanish-speakers. I would be very disappointed if some others tried to manipulate the imperfect translations of what I said and mischaracterize my statements as some type of Latino antisocial expression just because I used the word “bombs.” It should be noted that my eighty-five year old grandmother, who was born in Trinidad, Colorado and proudly worked as a riveter in the U.S. Army ammunition factories of World War II (helping to build bombs, so to speak) was the inspiration for of my comments. Having worked in the
agricultural fields as a beet picker and then having attending segregated schools, she was determined to be the first person in my childhood to impart the cultural expression and concepts that I utilize now in speaking with other Latinos.
Like many Spanish-speakers who come from humble beginnings, my grandmother has the highest expectations that our education must take us to a level of leadership that is grounded in our culture and the social experiences of the people. I often use the history, cultural mannerisms and expression that she taught me. Like my parents and grandparents, I always encourage my children to be leaders in order to take an active role in bettering society for everyone.
For many Spanish-speakers, an educated person, especially a leader, is well educated in the arts, music, civics, politics and religion as well as math, composition and grammar, and science. Thus, the idea that the best education models promoted on behalf of Latinos lack half of the necessary subjects does not make sense culturally. As a final note, I encourage all parents from all cultural backgrounds to utilize their cultural strengths to impart achievement in their children.