ABSTRACT
The Chicano Movement of 1960s and 1970s left a great legacy for Mexican American community because it re-established a tradition of struggle for social justice and consciousness, but its lessons are often forgotten or ignored by educators who work with Xicano/Raza youth. Chicanismo and carnalismo were the concepts that brought masses of Xicano/Raza together in the fight against oppression. The author argues that if teachers are serious about ending the achievement disparities for Xicano/Raza students, then they must implement a curriculum that is based on Chicanismo and a pedagogy that emphasizes carnalismo. During the Chicano Movement, Chicanismo and carnalismo provided Corky Gonzales and other leaders with the foundation for a philosophy that called for the liberation of Aztlan. The Nahui Ollin is based on the central space of the Aztec calendar representing the "four movements" and each have philosophical, physical, spatial, and scientific meanings. Within the Nahui Ollin are the four key components of Tezcatlipoca, Quetzalcoatl, Huitzilopochtli, and Xipe Totec.
