At the most basic level, the purpose of this book is to help classroom teachers include more (accurate) Latinx stories in their classroom. We believe that when used intentionally, and critically, media representations of Latinx communities and histories are powerful tools of and for high-quality curriculum and instruction. In line with previous iterations of the Hollywood or History? series, we believe inquiry-based lessons are well-suited to capitalizing on this potential. Still, we emphasize that inquiry be rooted in critical approaches and theoretical underpinnings that invite rich discussion on social justice over ephemeral nods to diversity, inclusion, and recognition. Latinos deserve complexity and nuance, truth and beauty. Hence, as we explain throughout the book, students and teachers must examine the historical accuracy of events and the ways (our) stories are told – how, why, where, and on what/whose terms Latinx are represented in film and television. Representation, like education itself, is a political project that is entrenched with systems of power and inequality. This general approach provides a path that, we hope, meets teachers where they are, providing avenues to better learn and refine knowledge of Latinx history for some, and to incorporate additional criticality and perspectives for others. We know most teachers are working hard (often in perilous situations) to include Latinx stories. As such, we hope that the lessons and ideas provide comfort and assurance as well as the opportunity to sit with and better teach the lasting impacts of many uncomfortable, yet often consequential histories. While it is well-established that Latinx histories are marginalized and over-simplified in social studies curricula, we aim to support teachers in breaking a vicious cycle of exclusion (or suspect inclusion) as Latinx histories are largely absent in textbooks and teachers are unsure to include new stories because the curriculum they learned didn’t have them. For those teachers who do feel confident centering Latinx media, this book is for you as well. While the adage don’t preach to the choir makes sense, it also bears mentioning that there are times when the choir needs rehearsal to gather, re-group, expand, and challenge the repertoire. In sum, we sought to create a book that would house a collection of stories that featured a variety of Latinx worlds, histories, and experiences. We hope that we not only provide pathways to increase the diversity of Latinx stories, but give tools for teachers and students to grapple with various projects of Latinx representation.

At the most basic level, the purpose of this book is to help classroom teachers include more (accurate) Latinx stories in their classroom. We believe that when used intentionally, and critically, media representations of Latinx communities and histories are powerful tools of and for high-quality curriculum and instruction. In line with previous iterations of the Hollywood or History? series, we believe inquiry-based lessons are well-suited to capitalizing on this potential. Still, we emphasize that inquiry be rooted in critical approaches and theoretical underpinnings that invite rich discussion on social justice over ephemeral nods to diversity, inclusion, and recognition. Latinos deserve complexity and nuance, truth and beauty. Hence, as we explain throughout the book, students and teachers must examine the historical accuracy of events and the ways (our) stories are told – how, why, where, and on what/whose terms Latinx are represented in film and television. Representation, like education itself, is a political project that is entrenched with systems of power and inequality. This general approach provides a path that, we hope, meets teachers where they are, providing avenues to better learn and refine knowledge of Latinx history for some, and to incorporate additional criticality and perspectives for others. We know most teachers are working hard (often in perilous situations) to include Latinx stories. As such, we hope that the lessons and ideas provide comfort and assurance as well as the opportunity to sit with and better teach the lasting impacts of many uncomfortable, yet often consequential histories. While it is well-established that Latinx histories are marginalized and over-simplified in social studies curricula, we aim to support teachers in breaking a vicious cycle of exclusion (or suspect inclusion) as Latinx histories are largely absent in textbooks and teachers are unsure to include new stories because the curriculum they learned didn’t have them. For those teachers who do feel confident centering Latinx media, this book is for you as well. While the adage don’t preach to the choir makes sense, it also bears mentioning that there are times when the choir needs rehearsal to gather, re-group, expand, and challenge the repertoire. In sum, we sought to create a book that would house a collection of stories that featured a variety of Latinx worlds, histories, and experiences. We hope that we not only provide pathways to increase the diversity of Latinx stories, but give tools for teachers and students to grapple with various projects of Latinx representation.