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Equity & Excellence in Education Volume 45, 2012 - Issue 3: Chicana/Latina Testimonios: Methodologies, Pedagogies, and Political Urgency
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Original Articles

Testimonios of Life and Learning in the Borderlands: Subaltern Juárez Girls Speak

Claudia G. Cervantes-Soon University of North Carolina, Chapel Hill
Pages 373-391 | Published online: 03 Aug 2012

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Scott Jarvie, Avner Segall & William Gaudelli. (2023) Una herida abierta: Considerations for (re)theorizing the border in teaching and research. Review of Education, Pedagogy, and Cultural Studies 45:4, pages 385-409.
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Esther Chihye Kim. (2023) Accumulating summer loss: an ethnographic look into the summer whereabouts and activities of low-income college students. Ethnography and Education 18:2, pages 127-143.
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Katherine Espinoza & Enrique David Degollado. (2023) ”You Just Want to Start Trouble”: A Chicana Bilingual Maestra’s Trenza of Her Path Towards Conocimiento. Equity & Excellence in Education 56:1-2, pages 144-158.
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Teresa Sosa. (2022) Testimonios of teaching from four latina first-year teachers. Race Ethnicity and Education 0:0, pages 1-17.
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Diana Franco. (2021) Revisiting cultural diversity in social work education through Latino critical race theory testimonio. Social Work Education 40:4, pages 522-534.
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Blanca Caldas & Daniel Heiman. (2021) Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators. Journal of Language, Identity & Education 20:1, pages 58-70.
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Carol Brochin. (2020) A testimonio of a queer Chicana researcher in education. Journal of Lesbian Studies 24:4, pages 362-377.
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Natalia Deeb-Sossa & Rosa Manzo. (2020) Community-driven leadership: Mexican-origin farmworking mothers resisting deficit practices by a school board in California. Journal of Latinos and Education 19:2, pages 199-215.
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Estrella Olivares-Orellana. (2020) More than an English language learner: testimonios of immigrant high school students. Bilingual Research Journal 43:1, pages 71-91.
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Candice Powell & Juan F. Carrillo. (2019) Border Pedagogy in the New Latinx South. Equity & Excellence in Education 52:4, pages 435-447.
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Deborah K. Palmer, Claudia Cervantes-Soon, Lisa Dorner & Daniel Heiman. (2019) Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education. Theory Into Practice 58:2, pages 121-133.
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Juan F. Carrillo, Tommy Ender & Josmell J. Perez. (2018) Letters to Our Children: Narrating Legacies of Love, Dissent, and Possibility. Journal of Latinos and Education 17:3, pages 238-251.
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Greg McClure & Shanan Fitts. (2018) “Mi Historia Familiar Es Sencilla” (My Family History Is Simple)”: Testimonio in the New Latino Diaspora. Diaspora, Indigenous, and Minority Education 12:1, pages 14-27.
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James C. Jupp, Freyca Calderón Berumen & Karla O’Donald. (2018) Advancing Testimonio Traditions in Educational Research: A Synoptic Rendering. Journal of Latinos and Education 17:1, pages 18-37.
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Mia Angélica Sosa-Provencio. (2018) Creolizing the white spaces of teacher education: Possibilities and tensions of a pedagogy of mestizaje in the crossroads. Review of Education, Pedagogy, and Cultural Studies 40:1, pages 16-29.
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Claudia G. Cervantes-Soon. (2016) Mujeres truchas: urban girls redefining smartness in a dystopic global south. Race Ethnicity and Education 19:6, pages 1209-1222.
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Mia Angélica Sosa-Provencio. (2016) Seeking a Mexicana/Mestiza Critical Feminist Ethic of Care: Diana’s Revolución of Body and Being. Journal of Latinos and Education 15:4, pages 303-319.
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Ruth Trinidad Galván. (2016) Collective memory of violence of the female brown body: a decolonial feminist public pedagogy engagement with the feminicides. Pedagogy, Culture & Society 24:3, pages 343-357.
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Sofia A. Villenas. (2015) AESA 2012 Presidential Address “What My Community Means To Me”: Reimagining Civic Praxis With Latina/Chicana Feminisms. Educational Studies 51:1, pages 72-84.
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MichelleA. Holling. (2014) “So My Name Is Alma, and I Am the Sister of … ”: A Feminicidio Testimonio of Violence and Violent Identifications. Women's Studies in Communication 37:3, pages 313-338.
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Juan F. Carrillo. (2020) Hoops and “Education”: Latino Males, Fugitivity, and Basketball in the City. Urban Education 59:1, pages 244-269.
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Gordon Blaine West. (2023) “Everybody is 1% of everything”: Youth ethnoracial positioning and constructing a semiotics of race. Multimodality & Society.
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Shannon M. Kane & Jessica N. Hiltabidel. 2023. Cultivating Critical Discourse in the Classroom. Cultivating Critical Discourse in the Classroom 20 40 .
Melissa A. Martinez, Kelley T. Glover & Michael Ota. (2022) Leadership Journey Testimonios: Four Latina Assistant Principals Enacting Applied Critical Leadership. Journal of School Leadership 33:3, pages 291-312.
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Angela Valenzuela & Eliza M. Bentley Epstein. (2023) Struggles For/With/Through Ethnic Studies in Texas: Third Spaces as Anchors for Collective Action. Teachers College Record: The Voice of Scholarship in Education 125:5, pages 12-24.
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Diana Riviera. (2022) Chicana Motherscholar and the Rise of the Resistance During Times of COVID. Departures in Critical Qualitative Research 11:4, pages 61-75.
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Katherine Espinoza, Norma Guzmán & María Elena Salazar. (2021) “So it Takes Extra Time and Effort, Pero, Vale la Pena”: A Bilingual Teacher’s Testimonio Revealing Pedagogical Clarity. The Urban Review 54:3, pages 390-410.
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Rosalyn Harvey-Torres, Deborah Palmer, Enrique David Degollado & Karla Estrada. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides. Teaching and Teacher Education 116, pages 103767.
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Mónica González Ybarra. (2021) “Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research. Reading Research Quarterly 57:3, pages 983-1002.
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Amy E. Heberle, Anna C. Wagner & Noah Hoch. (2022) Adolescent Mental Health in Relation to Anti-Racism Critical Action. Journal of Youth and Adolescence 51:5, pages 832-847.
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Adam J. Alvarez & Abiola Farinde-Wu. (2022) Advancing a Holistic Trauma Framework for Collective Healing From Colonial Abuses. AERA Open 8, pages 233285842210839.
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Robyn Ilten-Gee & Sarah Manchanda. (2021) Using social domain theory to seek critical consciousness with young children. Theory and Research in Education 19:3, pages 235-260.
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Rosalyn Harvey-Torres & Enrique David Degollado. (2021) “And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria. Research in the Teaching of English 56:1, pages 60-84.
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Crystal Chen Lee, Michelle M. Falter & Nina R. Schoonover. (2020) Encountering the Affective in Latino Immigrant Youth Narratives. Reading Research Quarterly 56:2, pages 273-292.
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Sukhmani Singh, McKenzie N. Berezin, Leila N. Wallach, Erin B. Godfrey & Shabnam Javdani. (2020) Traumatic Incidents and Experiences of Racism and Sexism: Examining Associations with Components of Critical Consciousness for System‐Involved Girls of Color. American Journal of Community Psychology 67:1-2, pages 64-75.
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Theresa McGinnis. 2021. Refugee Education across the Lifespan. Refugee Education across the Lifespan 309 325 .
Paty Abril‐Gonzalez. (2020) Accompanying a Nepantlera Border Artist’s Empathy: One Mexican Teen’s Testimonios of Healing, Empowerment, and Transformation . Journal of Adolescent & Adult Literacy 64:3, pages 271-280.
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Theresa A. McGinnis. (2020) Transmediation as a Powerful Tool to Promote a Sociopolitical Process in a Digital Writing Workshop for Central American Immigrant Students. Talking Points 32:1, pages 2-9.
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Julie J. Park, Jude Paul Matias Dizon & Moya Malcolm. (2019) Spiritual Capital in Communities of Color: Religion and Spirituality as Sources of Community Cultural Wealth. The Urban Review 52:1, pages 127-150.
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Esmeralda Rodríguez & Claudia G. Cervantes-Soon. 2020. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education 2107 2133 .
Juan F. Carrillo & Jason Mendez. (2019) Inner Work, Public Acts: Making a Case for Public Pedagogy and Spatial Justice Within Latinx Communities. The Urban Review 51:3, pages 444-456.
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Esmeralda Rodríguez & Claudia G. Cervantes-Soon. 2019. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education 1 27 .
Claudia G. Cervantes-Soon. (2018) Using a Xicana Feminist Framework in Bilingual Teacher Preparation: Toward an Anticolonial Path. The Urban Review 50:5, pages 857-888.
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Theresa Ann McGinnis. (2018) " “La Vida de los Emigrantes ” . English Teaching: Practice & Critique 17:4, pages 400-418.
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Pierre W. Orelus. (2018) Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy. Qualitative Research Journal 18:2, pages 169-179.
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Julia E. Monárrez Fragoso. 2018. The Palgrave Handbook of Criminology and the Global South. The Palgrave Handbook of Criminology and the Global South 913 929 .
Aurora ChangAurora Chang. 2018. The Struggles of Identity, Education, and Agency in the Lives of Undocumented Students. The Struggles of Identity, Education, and Agency in the Lives of Undocumented Students 47 81 .
Aurora Chang, Mark Anthony Torrez, Kelly N. Ferguson & Anita Sagar. (2017) Figured Worlds and American Dreams: An Exploration of Agency and Identity Among Latinx Undocumented Students. The Urban Review 49:2, pages 189-216.
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Claudia G. Cervantes-Soon & Alison M. Turner. 2017. Immigration and Education in North Carolina. Immigration and Education in North Carolina 195 220 .
Kasey Butcher. (2015) Constructing girlhood, narrating violence: Desert Blood, If I Die in Juárez, and “Women of Juárez”. Latino Studies 13:3, pages 402-420.
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Ruth Galván. (2014) Chicana/Latin American Feminist Epistemologies of the Global South (Within and Outside the North): Decolonizing El Conocimiento and Creating Global Alliances . Journal of Latino/Latin American Studies 6:2, pages 135-140.
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