Engineering iatinn CjMBBWJte rai Life-Stories in Rural Eastern North Carolina. Tape Index. Ignacio Franco, Lay Missionary

Transcription

1 R- Engineering iatinn CjMBBWJte rai Life-Stories in Rural Eastern North Carolina. Tape Index Interviewee. Interviewer: Interview Date: Location: Tape No: Topic: Ignacio Franco, Lay Missionary Enrique G. Murillo, Jr. July 11, 1996 Clinton, Sampson County, North Carolina IF (tapes 1 & 2 of 2) (approximate total length 72 minutes) An oral life-stories interview with Ignacio Franco. The interviewee, known as "Nacho," is a Mexican national born in Aguascalientes, and raised in Pachuca, Hidalgo. He was born in 1957 and holds a Master's Degree in Latin American StudiesfromLa Escuela Normal Superior in Mexico City. While in Mexico, he worked as a Catholic school teacher in the states of Michoacan and San Luis Potosi. Since his arrival to the United States in 1984, Mr. Franco has contributed to several Catholic community-based projects and ministries serving the Latino immigrant populations of Texas, California, and Washington. He has studied abroad in Brazil and has worked for the Archdiocese in Chiapas, Mexico. For the last two years, Nacho has worked to serve the burgeoning Latino Catholic community in rural eastern North Carolina. Substantively, the interview wasframedaround six major themes: Origins, Family, Transition, Work, Education, and Identity. The interview proceeds in roughly chronological fashion with few exceptions, with a focus on the Latino immigrant experience in North Carolina, and the role of the local Catholic church in rebuilding community. Subject Headings: Comments: Latinos, Mexicans, Immigration, Agricultural Workers, Latino Communities in North Carolina, Catholicism, Immigrant Experience, Education, Identity. Only text in quotation marks is verbatim, all other text is paraphrased.

2 Tape Index Counter Index Topic (Cassette 1 of 2, Side A - Tape Number IF) 001 [Opening Announcement.] 011 Born in the city of Aguascalientes, Mexico on July 13, Later moved to Pachuca, Hidalgo. 018 Raised with other family members. Parents and grandparentsfledfrom Spain to Mexico, seeking refuge from the Spanish Civil War. 030 Raised in place of birth until the age of four. Family moved to Pachuca, Hidalgo. Considers himself a nativefrompachuca rather than from Aguascalientes. 035 Describes his grandparents and the Spanish Civil War. 042 Maternal grandmother was strict disciplinarian. Paternal grandmother was nurturing. 048 Parents owned stable of cattle. Discusses father's business (Canada). 056 Father boasted that family lineage extends back to seven generations of cattle ranchers. 063 All eight brothers and sisters lived with both parents. Grandparents lived apart. 068 Discusses the family business and his childhood responsibilities. 074 Parents shared decision-making. Father diedfiveyears ago. 079 Catholic up-bringing. 083 Mother lives in Pachuca, near interviewee's siblings. 086 Unmarried. On occasion, sendsfinancialsupport to family in Mexico. 092 Discusses educational background. Received twelve years of Catholic schooling. Obtained teaching degree in Queretaro. Received Master's Degree in Latin American Studies while in Mexico City.

3 109 Brief period of advanced schooling at Catholic University in Washington, DC 116 First arrived in U.S. in Was invited to San Antonio, Texas to work with Mexican-American Cultural Center. 126 Taught Spanish to Anglos at the Center. Stayed in San Antonio for two years. 136 First became interested in Latino immigrants while working as a teacher in Michoacan. 143 Moved to North Carolina exactly two years ago. Discusses events leading up to his arrival here. 157 Describes his arrival to work in local church. 162 Gives general impression of the United States, as informed by alternative readings of history. 192 Misses childhood friends, university colleagues, and certain states of Mexico. On the other hand, interviewee recognizes a part of Mexico living in the United States. 200 Visits Mexico yearly. Misses mother and longs for mountainous terrain. 214 Describes childhood responsibilities and ranch chores. 234 Discusses experience in Brazil and the impact of liberation theology on his work. 267 Clarifies the course of events. 290 Describes two year experience in Chiapas, Mexico. 328 [End of Side A.]

4 (Cassette 1 of 2, Side B - Tape Number IF) 001 [Opening Announcement.] 009 Returns to subject of Chiapas, lost job in Washington state, so accepted offer to come and work in North Carolina. 020 Came to NC under the seminarian program, with specific intentions to work with the poor and emerging Spanish-Speaking rural communities. 022 Describes the status of the Hispanic ministry upon his arrival. 029 Depicts the genesis of the Spanish mass and ministry in Clinton, North Carolina. Describes the recruitment and organizing efforts of the first Spanish-Speaking religious events. 044 Juan Carlos Lasso, a Colombian seminarian arrives to assist Nacho in the Church's efforts. Describes the results of the teamwork. 050 Describes their efforts to provide social services for incoming immigrants (e.g., job referral, housing). 061 Mentions cultural celebrations and dangers of cultural assimilation. 069 Identifies goals of preserving cultural origins, gives account of Mexican Independence Day celebration organized by community members. Compares daily life (Mexico-US). 083 Cites alcoholism as major problem among many local immigrants. 089 Describes procession for the Virgin ofguadalupe(december 1995). Zacatecas dancers, marimbafromguatemala. 100 Acknowledges a momentous window of historical transition. "We are witnesses to the birth of community." 105 Speaks to issues ofpeace and justice, how immigrants are exploited as source of cheap labor. Offers two illustrations of the Church working against social injustices: (l)church won battle for child care services for immigrant children, (2)Church rallied for the recognition of therightsof migrant workers against pesticide poisoning. 125 Interviewee is member of CITCA. Discusses deceptive elements of the American Dream and the dangers of individualism.

5 141 Talks about the three ideals of "faith, culture, and justice". Decision to raise banner of Virgen de Guadalupe. 162 Calls himself "Mexicano" Says his direct Spanish ancestry gives him an atypical Mexican identity. 170 Identity more problematic for parents. Taboo subject of Spanish ancestry. Parents identified totally with Mexico and her traditions. 185 "I crossed a borderline, but the community is the same." Speaks to multiple identities within Spanish-Speaking community. Describes U.S. cultural imperialism. 210 Says that both Mexican and United States' cultures have positive and negative aspects. The challenge lies in filtering the positivefromboth contexts. Provides examples. 264 Wishes to consider North Carolina his home. Wishes to stay here. 275 Says he is extroverted, has no problem makingfriends.enjoys his relations with Anglos, in particular those sensitive to issues of social justice and critical of this system. 286 Dehumanization is the difficulty of life and work in the U.S. for the immigrant. "Must fight a consumer society." Wishes to continue working with marginalized communities in North Carolina. 309 Will stay here and work as lay missionary, church has provided a cultural space in which he can work. 328 [End of Side B]

6 (Cassette 2 of 2, Side A - Tape Number IF) 001 [Opening Announcement] 010 Speaks to lack of one cohesive term to identify the diverse spectrum of identities, nationalities, and races within the Latin American immigrant community. 022 Uses of the term "Hispano "(problematic). 039 Discusses cross-cultural perceptions among Anglos, African American, and Latino immigrants. 066 Mr. Nye questions interviewee about perceptions of the Southeastern United States. Interviewee responds with the singular vision of the United States as "El Norte" has been checked and diversified by his experiences here. 082 Ms. Peloquin asks the interviewee how he conceptualizes his role within the community and its linkages with processes of social change. Interviewee conceptualizes himself as a bridge between the English and Spanish-speaking cultures, and between the Latino poor and Anglo church hierarchy. Cites problems of alcoholism and machismo. He identifies himself as a community leader and hopes his work transcends time. 111 "Life is the University." 114 Interviewer asks interview final question concerning his visions of the future. Envisions North Carolina as being another California or Texas within a decade. 132 Interviewee offers ending message for anyone who listens to this interview session. Hopes for all people to live together as one. 142 Mr. Nye asks interviewee to clarify his views on ecumenicalism. Interviewee calls for religious groups to work together. 182 [End of Side A] [End of Interview.]