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Equity & Excellence in Education Volume 49, 2016 - Issue 4: Pedagogies of Resistance and Self-Determination
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Articles

“That's ratchet”: A Chicana Feminist Rasquache Pedagogy as Entryway to Understanding the Material Realities of Contemporary Latinx Elementary-Aged Youth

Sylvia Mendoza AviñaPalomar CollegeCorrespondence[email protected]
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Pages 468-479 | Published online: 04 Nov 2016

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Read on this site (2)

Gabriel Rodriguez & Mónica González Ybarra. (2022) ‘This is What I go Through’: Latinx Youth Facultades in Suburban Schools in the Era of Trump. Race Ethnicity and Education 25:7, pages 922-938.
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Michael V. Singh. (2019) Refusing the Performance: Disrupting Popular Discourses Surrounding Latino Male Teachers and the Possibility of Disidentification. Educational Studies 55:1, pages 28-45.
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Articles from other publishers (11)

Idalia Nuñez. (2023) Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World . Reading Research Quarterly.
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Grace D. Player, Mónica González Ybarra, Carol Brochin, Ruth Nicole Brown, Tamara T. Butler, Claudia Cervantes-Soon, Victoria S. Gill, Valerie Kinloch, Detra Price-Dennis, Cinthya M. Saavedra & Yolanda Sealey-Ruiz. (2021) “We Are Our Only Way Forward”: Dialogic Re-imaginings and the Cultivation of Homeplace for Girls, Women, and Femmes of Color. Urban Education 57:10, pages 1784-1804.
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Theresa Burruel Stone. (2022) Centering Place in Ethnographies of “Latinx” Schooling: The Utility of a Multi-Sited Place Project for Revealing Emplaced Narratives. International Review of Qualitative Research 15:3, pages 399-425.
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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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Sylvia Mendoza Aviña & Socorro Morales. (2022) Towards a Rasquache Resistance: Conceptualizing Chicanx Youth Subjectivities. Urban Education, pages 004208592210929.
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Sharim Hannegan-Martinez, Sylvia Mendoza Aviña, Dolores Delgado Bernal & Daniel G. Solorzano. (2022) (Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures. Urban Education, pages 004208592210929.
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Nancy Herrera, Jeanett Castellanos & Alberta M. Gloria. (2021) Mi Conexión Cultural al Ambiente Educativo : Cultural Congruity as a Mediator within a Psychosociocultural Examination of Californian Latinx High School Students’ Coping . Education and Urban Society 54:4, pages 487-510.
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Nichole M. Garcia & Rebeca Mireles-Rios. (2019) “You Were Going to Go to College”: The Role of Chicano Fathers’ Involvement in Chicana Daughters’ College Choice. American Educational Research Journal 57:5, pages 2059-2088.
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Laura Gonzales & Mónica González Ybarra. (2020) Multimodal Cuentos as Fugitive Literacies on the Mexico-US Borderlands. English Education 52:3, pages 223-255.
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Timothy Monreal. (2019) (Re)Learning to teach: Using rasquachismo in the South. Latino Studies 17:1, pages 118-126.
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Mónica González Ybarra. (2018) “Since when have people been illegal?”: Latinx youth reflections in Nepantla. Latino Studies 16:4, pages 503-523.
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