42
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Exploring Program Process at Movimiento La Libertad: Examining Nuances of Youth Programs That Develop Latinx Critical Consciousness Toward Educational Injustice and Anti-Immigrant Politics

References

  • Alaniz, Y., & Cornish, M. (2008). Viva la raza: A history of Chicano identity and resistance. Red Letter Press.
  • Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. Aunt Lute Books.
  • Assante, G. M., & Momanu, M. (2020). Critical consciousness in youth: A qualitative review. International Journal of Education and Psychology in the Community, 10(1/2), 143–157.
  • Baldridge, B. J. (2020). The youthwork paradox: A case for studying the complexity of community-based youth work in education research. Educational Researcher, 49(8), 618–625. https://doi.org/10.3102/0013189X20937300
  • Baldridge, B. J., Beck, N., Medina, J. C., & Reeves, M. A. (2017). Toward a new understanding of community-based education: The role of community-based educational spaces in disrupting inequality for minoritized youth. Review of Research in Education, 41(1), 381–402. https://doi.org/10.3102/0091732X16688622
  • Burr, V. (1995). An introduction to social constructionism. Routledge.
  • Cammarota, J. (2008). Sueños Americanos: Barrio youth negotiating social and cultural identities. University of Arizona Press.
  • Carey, R. L. (2020). Missing misters: Uncovering the pedagogies and positionalities of male teachers of color in the school lives of black and latino adolescent boys. Race Ethnicity and Education, 23(3), 392–413. https://doi.org/10.1080/13613324.2019.1663991
  • Casanova, C. R., & Cammarota, J. (2018). “You trying to make me feel stupid or something?”: Countering dehumanization of Latin@ youth through a liberating pedagogy of praxis. Journal of Latinos and Education, 18(4), 363–375.
  • Casanova, C. R., & Domínguez, A. D. (2024). Countering racist nativism through a liberating pedagogy of praxis. Anthropology & Education Quarterly, 55(1), 43–64.
  • Chapman, T. K., Jones, M., Stephens, R., Lopez, D., Rogers, K. D., & Crawford, J. (2020). A necessary pairing: Using academic outcomes and critical consciousness to dismantle curriculum as the property of whiteness in K-12 ethnic studies. Equity & Excellence in Education, 53(4), 569–582. https://doi.org/10.1080/10665684.2020.1791767
  • Correa, J. G. (2011). The targeting of the East Los Angeles brown berets by a racial patriarchal capitalist state: Merging intersectionality and social movement research. Critical Sociology, 37(1), 83–101. https://doi.org/10.1177/0896920510378766
  • Covarrubias, A., & Revilla, A. T. (2003). Agencies of transformational resistance. Florida Law Review, 55(1), 459–477.
  • Davis, A. N., Carlo, G., Bennett, D., Gallarza, W., & Saiz, D. (2022). Understanding racial attitudes among students and teachers in a ethnically/racially diverse high school. Journal of Research on Adolescence, 32(2), 417–431. https://doi.org/10.1111/jora.12730
  • Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. https://doi.org/10.1111/cdep.12193
  • Domínguez, A. D., & Bertand, M. (2023). Where are the coconspirators?: Examining performative youth allyship and opposition by educational leaders in K-12 schools. The Urban Review, 55(5), 1–24. https://doi.org/10.1007/s11256-023-00661-w
  • Domínguez, A. D., Overholser, A., & Sampson, C. (2022). A critical civic praxis approach to empowering urban youth leaders in a community-based organization. Education and Urban Society, 56(3), 345–366. Advance online publication. https://doi.org/10.1177/00131245221121662
  • Fierros, C. O., & Bernal, D. D. (2016). Vamos a platicar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies, 15(2), 98–121.
  • Foley, D., & Valenzuela, A. (2005). Critical ethnography: The politics of collaboration. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 217–234). Sage Publications.
  • Freire, P. (1970). Pedagogy of the oppressed. Continuum.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefeld.
  • García, M. T., & Castro, S. (2011). Blowout!: Sal Castro and the Chicano struggle for educational justice. University of North Carolina Press.
  • Ginwright, S. A. (2010). Peace out to revolution! Activism among African American youth: An argument for radical healing. Young, 18(1), 77–96. https://doi.org/10.1177/110330880901800106
  • Ginwright, S., & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 29(4), 82–95.
  • Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20(6), 693–710. https://doi.org/10.1080/09518390701630833
  • Gómez, R. F., & Cammarota, J. (2021). Taking the teachers to school! Critical consciousness emerging: A qualitative exploration of Mexican American youth’s social justice orientation development. The Urban Review, 54(3), 1–28. https://doi.org/10.1007/s11256-021-00623-0
  • Guajardo, M. A., & Guajardo, F. J. (2002). Critical ethnography and community change. In Y. Zou & E. T. Trueba (Eds.), Ethnography and schools: Qualitative approaches to the study of education (pp. 281–304). Rowman & Littlefield.
  • Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage Publications.
  • Halagao, P. E. (2010). Liberating Filipino Americans through decolonizing curriculum. Race Ethnicity and Education, 13(4), 495–512. https://doi.org/10.1080/13613324.2010.492132
  • Kaplan, L. S., & Owings, W. A. (2021). Countering the furor around critical race theory. NASSP Bulletin, 105(3), 200–218. https://doi.org/10.1177/01926365211045457
  • Kirshner, B. (2015). Youth activism in an era of education inequality (Vol. 2). NYU Press.
  • Kwon, S. A. (2013). Uncivil youth: Race, activism, and affirmative governmentality. Duke University Press.
  • Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
  • Marquéz, R. (2019). Queer Latina/o (x) youth education: A community-based education model to queer of color praxis. Equity & Excellence in Education, 52(4), 396–408.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
  • Montejano, D. (2010). Quixote’s soldiers: A local history of the Chicano movement, 1966–1981. University of Texas Press.
  • Moya, J. (2017). Examining how youth take on critical civic identities across classroom and youth organizing spaces. Critical Questions in Education, 8(4), 457–475.
  • Muñoz, C. (2007). Youth, identity, power: The Chicano movement. Verso Books.
  • Murray, I. E., & Milner, H. R. (2015). Toward a pedagogy of sociopolitical consciousness in outside of school programs. The Urban Review, 47(5), 893–913. https://doi.org/10.1007/s11256-015-0339-4
  • Ngo, B. (2017). Naming their world in a culturally responsive space: Experiences of Hmong adolescents in an after-school theatre program. Journal of Adolescent Research, 32(1), 37–63. https://doi.org/10.1177/0743558416675233
  • Osorio, S. L. (2018). Toward a humanizing pedagogy: Using latinx children’s literature with early childhood students. Bilingual Research Journal, 41(1), 5–22. https://doi.org/10.1080/15235882.2018.1425165
  • Palmer, D., & Caldas, B. (2015). Critical ethnography. In K. King, Y. J. Lai, & S. May (Eds.), Research methods in language and education. Encyclopedia of language and education. Springer. https://doi.org/10.1007/978-3-319-02329-8_28-1.
  • Revilla, A. T. (2004). Muxerista pedagogy: Raza womyn teaching social justice through student activism. The High School Journal, 87(4), 80–94.
  • Romero, A., Arce, S., & Cammarota, J. (2009). A barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism. Race Ethnicity and Education, 12(2), 217–233. https://doi.org/10.1080/13613320902995483
  • Salazar, M. D. C. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1), 121–148. https://doi.org/10.3102/0091732X12464032
  • Sulé, V. T., Nelson, M., & Williams, T. (2021). They #woke: How black students in an after-school community-based program manifest critical consciousness. Teachers College Record, 123(1), 1–38. https://doi.org/10.1177/016146812112300103
  • Tachine, A. R., Bird, E. Y., & Cabrera, N. L. (2016). Sharing circles: An indigenous methodological approach for researching with groups of indigenous peoples. International Review of Qualitative Research, 9(3), 277–295. https://doi.org/10.1525/irqr.2016.9.3.277
  • Villenas, S. (1996). The colonizer/colonized chicana ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), 711–732. https://doi.org/10.17763/haer.66.4.3483672630865482
  • Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression—theory and action. American Journal of Community Psychology, 27(2), 255–271. https://doi.org/10.1023/A:1022839818873
  • Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194. https://doi.org/10.1023/A:1023091024140
  • Yates, M., & Youniss, J. (1998). Community service and political identity development in adolescence. Journal of Social Issues, 54(3), 495–512. https://doi.org/10.1111/j.1540-4560.1998.tb01232.x
  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
  • Zimmerman, M. A., & Rapport, J. (1988). Citizen participation, perceived control, and psychological empowerment. American Journal of Community Psychology, 16(5), 725–750. https://doi.org/10.1007/BF00930023

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.