back as far as 1849 when the Massachusetts Supreme Judicial Court authorized school-level segregation in ruling that school officials have absolute authority to "arrange, classify, and distribute pupils, in such a manner as they think best adapted to their general proficiency and welfare." 2 The Supreme Court of Indiana held similarly:[T]he placing of the white children of the State in one class and the negro children of the State in another class, and requiring these classes to be taught separately, provision being made for their education in the same branches, according to age, capacity, or advancement, with capable teachers . . .does not amount to a denial of equal privileges to either, or conflict with the open character of the system required by the constitution. 3 The Court of Appeals of New York unconscionably opined, in disregard of minorities rights, that:If the right, therefore, of school authorities to discriminate, in the exercise of their discretion, as to the methods of education to be pursued with different classes of pupils be conceded, how can it be argued that they have not the power, in the best interests of education, to cause different races and nationalities, whose requirements are manifestly different, to be educated in separate places. 4 Moreover, we know that, "[i]n the years immediately following legally mandated desegregation in the South, for example, some districts
La historia dominante de la expansión hacia el oeste retrata a los estadounidenses como valientes colonos que fueron bienvenidos por los mexicanos que vivían en lo que se convertiría en el oeste y el sudoeste de Estados Unidos.El capítulo previo ofrecía una historia muy diferente del encuentro entre los estadounidenses y los nativos mexicanos e indígenas de la región.En lugar de una anexión pacífica y libre de confrontaciones, el sudoeste vino a ser parte de
About the Author Blake Gentry (Cherokee) MPPM, works as a public policy advisor for the Traditional O’odham Government in Sonora, Mexico, and directs the Guatemala Acupuncture and Medical Aid Project (GUAMAP) serving Q’eqchi and Ladino communities in Petén, Guatemala and immigrants in Tucson, Arizona. Gentry is an international consultant with the Higher Ground Foundation on Standards for Indigenous Community Climate Adaptation.
This Article analyzes the role of Latin American international economic law scholarship within the global economic order. Many of the problems that Latin Americans face today relate to the global economy, such as labor conditions, access to medicine, and the use of natural resources, among others. The discussion of these problems, however, seldom recognizes the role of international economic law scholarship. Although the knowledge created by this scholarship may not completely explain why States actively behave in a certain way, it can serve to explain why they may refrain from certain actions. This Article argues that scholarship on international economic law plays a crucial role in the creation and reproduction of the current global economic order. If this claim is correct, regional scholarship can do more for Latin America than serving the advisory and litigation needs of States. By recognizing its role in constituting the global economic order, international economic law scholarship can promote alternative theories and practices that may help Latin America and its people find their place in the global economy.
The history of the sociopolitical conflict surrounding the U.S.-Mexico border and the concomitant status of Latinas/os/xs in the United States predates formalized immigration law. 1 The federalization 1 Scholars and advocates debate the terminology used to describe the incredibly diverse group known broadly as Latinas/os/x.The gendered use of "Latino" has also provoked a broader use of Latino/a; Latina/o; and Latinx, the last term more contemporarily used to include gendered and nonbinary people.
