15 Apr ‘Removing His Name Is Erasing History’: More Kennedy Students Reflect on César Chávez’s Legacy

(Photo by Marion S. Trikosko / U.S. News & World Report via Library of Congress / public domain)

Editor’s note: A March investigation by The New York Times reported allegations that César Chávez — long seen as a central figure in the farmworker rights movement — sexually abused teenage girls and raped fellow labor leader Dolores Huerta. In response, we asked a class of students at Kennedy High School in Richmond to examine Chávez’s legacy, reflect on what they had previously learned about him and consider how he should be taught today. We also invited them to share how the allegations affect their views and to think about what it means to “unlearn” or reconsider a public figure’s legacy. Responses have been lightly edited for clarity. This is part 2 of 2. (Read Part 1.)

Commentary, Various Authors 

When I was in the first grade, we learned about the farmworkers’ movement and the activists who are well known for their work and support of it.  Once of those people was César Chávez. But most of the focus was on the movement itself. While I remember hearing about him a few times after that, those are my only prominent memories of learning about him in school.  

I don’t think we need to “unlearn” anything. Because we have not learned that anything we knew was not true. Instead, I think we need to change the way we teach his story in schools. Rather than completely erasing him from textbooks and classes, we should teach the story of how our view of him has changed and how people have responded to it. Similarly to how we teach the history of our country has changed, we are always learning new things. Rather than pretending none of it exists when bad things happen, we should teach that difference to youth, and research why the bad thing happened or was unknown for so long.
— Kaylee Geffken, 16 

He has been taught as a great leader who fought for farmers and was seen as an activist that fought for the greater cause. What was emphasized the most was his achievements [for] the United Farm Workers union. He was the co-leader of the movement and did many things to get better working conditions for farmworkers. He had more of an impact since he was a minority that was a leader for a good cause. These made César Chávez seem like a good person since he did so many things. 

Schools shouldn’t focus on him as much. Just have him [be] a person that did a lot for the movement but not the focus. The one who we should be learning about is Dolores Huerta, instead of him. I say removing his name [from public places and events] is erasing history. Yes, he was a bad person, but he did good things for his community. It’s like separating the artist from the music.  

It did change how I felt since he was someone who did many good things, but it sucks that he is such a bad person.
— Ronaldo Cervantes, 18 

In school, I learned about César Chávez as someone who fought for farmworkers’ rights and helped start the United Farm Workers. Teachers usually focused on how he organized strikes, boycotts, and peaceful protests to help workers get better pay and working conditions. In lessons and activities around César Chávez Day, the values that were emphasized were leadership, nonviolence, and standing up for people who are treated unfairly. These lessons showed how one person can bring attention to a problem and help create change. Learning about Chávez also helped me understand more about Latino history and activism in the United States. It showed that leadership isn’t just about being in charge but [also] about helping others and speaking up for communities that don’t always have a voice. His story helped me see how organizing people and staying committed to a cause can make a real difference. 

To “unlearn” or rethink a public figure’s legacy means looking at new information and realizing that historical figures can be more complicated than what we first learned. Sometimes, people are remembered mainly for their achievements, but learning more history can show both the positive things they did and the mistakes they made. Talking about this isn’t necessarily erasing history — it can actually help people understand it better and have more honest discussions about the past. I think schools should continue teaching about César Chávez, but they should include both his accomplishments and any criticisms so students can see the full picture. This helps students think critically instead of only learning one side of history. I’ve seen different opinions from people and online: Some think his legacy should still be celebrated, while others think it’s important to question it. Teaching multiple perspectives could help students understand why people feel differently about historical figures.
— Drushawn Roberson, 17  

En la escuela aprendí sobre César Chávez como un líder que luchó por los derechos de los trabajadores agrícolas, especialmente los latinos, promoviendo la justicia social y la no violencia Destacaron su fundación de la Unión de Trabajadores Agrícolas (UFW) y el boicot a la uva, ensenándonos valores de solidaridad y activismo pacífico Estas lecciones me inspiraron a valorar el liderazgo comunitario y la historia latina, y a entender la importancia de luchar por derechos laborales y dignidad, algo que se refuerza en actividades como el Día de César Chávez.

César Chávez fue un líder clave en la lucha por los derechos de los trabajadores agrícolas, promoviendo la justicia social a través de la no violencia Fundó la UFW y lideró el boicot a la uva, inspirando a generaciones a luchar por derechos laborales Su legado resalta la importancia de la solidaridad y el activismo pacífico. 

El legado de una figura pública implica revisar y cuestionar la información previamente aceptada sobre esa persona, analizando sus acciones, ideologías y efectos en la sociedad a la luz de nuevos datos o perspectivas Eliminar el nombre de Chávez de la historia no neCésariamente significa borrar su impacto, sino evaluar críticamente su influencia y decidir qué aspectos de su legado deben ser recordados, reinterpretados o descartados Esta revisión puede cambiar una opinión personal si la nueva información revela facetas desconocidas o contradictorias del personaje, lo que lleva a una reevaluación de sus contribuciones y errores. En cuanto a la ensenanza sobre César Chávez en las escuelas, el enfoque debería ser contextualizar su vida y lucha dentro de un análisis crítico que incluya sus logros y limitaciones, promoviendo el pensamiento analítico en los estudiantes Podría anadirse información sobre el impacto social y económico de sus movimientos, así como debates sobre su relevancia actual Las opiniones sobre Chávez varían algunos lo ven como un líder inspirador de derechos laborales, mientras otros critican ciertos aspectos de sus métodos o ideología; la discusión en redes sociales y entre familiares suele reflejar estas perspectivas diversas, enriqueciendo el entendimiento del personaje. 

Translation: César Chávez was a key leader in the fight for the rights of farmworkers, promoting social justice through nonviolence. He founded the United Farm Workers and led the grape boycott, inspiring generations to fight for labor rights. His legacy highlights the importance of solidarity and peaceful activism. 

The legacy of a public figure involves reviewing and questioning previously accepted information about that person, analyzing their actions, ideologies, and impact on society in light of new data or perspectives. Removing Chávez’s name from history does not necessarily mean erasing his impact, but rather critically evaluating his influence and deciding which aspects of his legacy should be remembered, reinterpreted, or discarded. This kind of review can change a personal opinion if new information reveals unknown or contradictory aspects of the individual, leading to a reevaluation of both their contributions and their mistakes. 

As for how César Chávez should be taught in schools, the approach should be to place his life and work within a critical framework that includes both his achievements and limitations, encouraging analytical thinking among students. This could include information about the social and economic impact of his movements, as well as discussions about his relevance today. Opinions about Chávez vary: Some see him as an inspiring labor rights leader, while others criticize certain aspects of his methods or ideology. Conversations on social media and among family members often reflect these diverse perspectives, enriching the overall understanding of his legacy.
— Daniela Garcia, 16