International Journal of Qualitative Studies in Education, Vol. 18, No. 2, March-April 2005, pp. 221–233 ISSN 0951-8398 (print)/ISSN 1366-5898 (online)/05/020221–13 © 2005 Taylor & Francis Group Ltd DOI: 10.1080/0951839042000333992 Agency, commitment and connection: embracing the roots of Chicano and Chicana Studies Teresa Córdova* University of New Mexico, USA Taylor and Francis Ltd TQSE100645.sgm 10.1080/0951839042000333992 International Journal of Qualitative Studies in Education 0951-8398 (print)/1366-5898 (online) Original Article 2005 Taylor & Francis Ltd 18 2 000000March-April 2005 TeresaCórdova tcordova@unm.edu The legacy of colonization breeds alienation and detachment from history and community. For Chicanos in universities, the solution for the alienation that Aguirre expresses begins with under- standing how powerful ideological forces sustain structured inequality while they promote self- hatred and identification with the master. Córdova makes the case that by embracing both our communities and the roots of Chicano and Chicana Studies, we find the passion, commitment and self-discipline to find a voice and presence in the university that is meaningful not only personally but also to the communities that we serve. In ‘The personal narrative as academic storytelling: a chicano’s search for presence and voice,’ Adalberto Aguirre tells a story of marginalization associated with what he calls the ‘robbing’ of Chicanos’ voices and presence within the academic institution (p. 148, this issue). Countless other Chicanos in academe have conveyed similar accounts of alienation or exploration (Romero & Arguelles, 1991; Solórzano, 1998; Gonzalez, 2001; Solórzano & Yosso, 2001). His anecdotes resonate with Chicanos who survive the continual expressions of structural and individual racism and classism that permeate the ivory towers. Aguirre, in his introduction, suggests that his narrative will be a ‘tool for helping’ others to ‘shape and organize their life experience into a manageable enterprise’ (p. 148). This promise is left unfilled. He concludes that ‘academe created Chicano Studies centers in order to enhance the victimization of Chicanos’ and that affirma- tive action is ‘the only discourse Chicano Academics can participate in within the academic culture’ although it ‘reinforces their oppression’ (pp. 161, this issue). Besides the absence of compelling arguments or evidence for his statements, there is no guide for action or ‘tools for helping’ Chicanos maneuver the university. Instead, * School of Architecture and Planning, Community and Regional Planning Program, The University of New Mexico, 2414 Central SE, Albuquerque, NM 87106, USA. E-mail: tcordova@unm.edu