NATIONALIST IDEOLOGIES, NEIGHBORHOOD-BASED ACTIVISM, AND EDUCATIONAL SPACES IN PUERTO-RICAN CHICAGO

In this article, Ana Ramos-Zayas argues that schooling cannot De divor ced from the political and socioeconomic forces governing neighborhood development. She focuses on the role of grassroots activists with a n ationalist agenda (i.e., in favor of independence for Puerto Rico) in community-based educational projects in Chicago, particularly the Pedr o Albizu Campos High School (PACNS), a compelling example of the poten tial of an educational project based on a nationalist ideology. For Pu erto Ricans, the question of the political status of the Island-future U.S. state, commonwealth, or independent nation-has been debated for the past one hundred years. For the students and teachers of PACHS, in dependence, and an education based on the principles of Puerto Rican s elf-determination, is the only option. Ramos-Zayas argues that an oppo sitional education based on such a political ideology is a powerful, y et largely untapped, resource for creating successful ethnoracial yout h and popular education programs. She contends that, in a community co nsidered among the poorest of the poor, where Puerto Rican youth conti nue to drool, out of high school, join gangs, and experience the most inhuman consequences of poverty, such a successful social initiative m ust be considered carefully. She points out the irony that this nation alist Ideology-which encourages critical appraisal of U.S. policies to ward Puerto Rico and of the ideology of the American Dream-actually en courages high school students to pursue mainstream mobility routes, su ch as abandoning gangs, finishing high school, and enrolling in colleg e. The powerful, positive presence nationalist activism among Chicago Puerto Ricans is undeniable, as is the sense of hope and possibility t hat students and barrio residents experience at Pedro Albizu Campos Hi gh School and other community development projects in Chicago.