Thomas Woody, a reputable and well-published historian of education during the early twentieth century, made a thrashing call to historians in the field nearly sixty years ago in his article titled "Fields That Are White," where he depicted the history of education as a barren landscape awaiting the arrival of scholars who would alter the interpretation of schooling, gender, race, and national identity. Arguably the most prominent rupture in the historiography since Woody's critique has been the contributions made by the "radical revisionist." It is this cadre of scholars who have been credited for strong-arming a field that tenaciously held onto romanticized interpretations of the past and, in addition, are all too often eulogized for single-handedly altering the direction of the field. Nonetheless, traditional historiography presents a perspective in which the trajectory of educational history is touted as a cohesive group of students, scholars, publications, bull sessions, and conferences--all in dialogue with one another, while ignoring the nature and context of the arrival of race into the field. Unfortunately, scholars' sanguinity to present a tight-fit historiography is dejected when one examines the educational history of people of color--in this case the history of Chicana/o youth and children. By overstating the contributions of the revisionist, people ignore the long tradition of Mexican-American scholars who contested the role of public schooling in their communities that occurred before the scholarship of the pioneering revisionist was published. The traditions are connected yet did not have a direct effect on the emergence and development of Latina/o or Chicana/o history. The four books examined in this essay evince this point. (Contains 9 footnotes.)