I believe that Rosas’s central point was stated when she asserted that “I am convinced that we must approach Chicano history open to a combination of sources that capture the emotional stakes shaping the Chicana experience, as well as that of our students, to teach effectively in the face of resistance” (Rosas, 2012, ¶ 9). Rosas used the examples of the popular film 500 Days of Summer, along with the emotional life of a young Chicana with her struggling father. However, she clearly stated that these are not the only methods of engaging with Chicano students. There are unlimited ways to reach out to the Chicana student, however, Rosas did encourage that we should add a tincture of emotion to connect the student with the
I believe that Rosas’s central point was stated when she asserted that “I am convinced that we must approach Chicano history open to a combination of sources that capture the emotional stakes shaping the Chicana experience, as well as that of our students, to teach effectively in the face of resistance” (Rosas, 2012, ¶ 9). Rosas used the examples of the popular film 500 Days of Summer, along with the emotional life of a young Chicana with her struggling father. However, she clearly stated that these are not the only methods of engaging with Chicano students. There are unlimited ways to reach out to the Chicana student, however, Rosas did encourage that we should add a tincture of emotion to connect the student with the