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Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 41, 2018 - Issue 3
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Research Article

Chicas fuertes: Counterstories of Latinx parents raising strong girls 

Tracey T. FloresThe University of Texas at AustinCorrespondence[email protected]
Pages 329-348 | Published online: 19 Sep 2018

Citations (18)

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Read on this site (3)

Benjamin Blaisdell. (2023) Counternarrative as strategy: embedding critical race theory to develop an antiracist school identity. International Journal of Qualitative Studies in Education 36:8, pages 1558-1578.
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Mary Amanda Stewart & Alexandra Babino. (2022) Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction. Literacy Research and Instruction 61:4, pages 361-382.
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Tracey T. Flores, Nathaly Batista-Morales & Cori Salmerón. (2019) Authoring Future Identities: Latina Girls Reading and Writing the University. Multicultural Perspectives 21:3, pages 139-147.
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Articles from other publishers (15)

Catherine Compton-Lilly, Marcus Croom, Mary B. McVee, Allison Skerrett, Tisha Lewis Ellison, Rebecca Rogers, Aijuan Cun, Kristian Douglas & Claire Collins. (2023) Review and Scholarly Syntheses as Anti-Racist Action. Literacy Research: Theory, Method, and Practice 72:1, pages 74-117.
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Laura C. Chávez-Moreno. (2023) Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education. Review of Educational Research.
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Rebecca Rogers, Luzkarime Calle-Díaz & Jason Vasser-Elong. (2023) Family literacies as peacemaking: Representations in Children’s literature. Journal of Early Childhood Literacy.
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Patricia Enciso, Beth Krone & Gabrielle Solange. (2023) Re-Imagining Community and School through Youth and Artists’ Critical Superhero Storytelling. Social Sciences 12:6, pages 363.
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Grace Cornell Gonzales, Emily Machado & Lauren Plitkins. (2023) “I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop. Journal of Adolescent & Adult Literacy 66:5, pages 308-318.
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Catherine Compton‐Lilly, Tisha Lewis Ellison & Rebecca Rogers. (2023) Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color. The Reading Teacher.
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Tracey T. Flores. (2021) Somos Escritoras/We Are Writers: Latina Mothers and Daughters Writing and Sharing “En Convivencia”. Urban Education 57:10, pages 1730-1756.
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Grace D. Player. (2021) “People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood. Reading Research Quarterly 57:2, pages 431-448.
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Steven Michael Salcido. 2022. Storying a Reflexive Praxis for Pedagogy. Storying a Reflexive Praxis for Pedagogy 97 116 .
Tracey T. Flores. (2021) Fighting to Be Heard: Latina Adolescent Girls Writing Toward Change. Journal of Adolescent & Adult Literacy 65:1, pages 65-73.
Crossref
Tracey T. Flores, Emily Rose Schwab, Wintre Foxworth Johnson & Alicia Rusoja. (2020) Intergenerational Literacies: The Racial, Linguistic, and Cultural Resources of Families in Raising Young Children of Color. Literacy Research: Theory, Method, and Practice 69:1, pages 285-302.
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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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Marcus Croom, Tracey T. Flores & George Kamberelis. 2020. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education 1341 1381 .
Tracey T Flores. (2019) The Family Writing Workshop: Latinx Families Cultivando Comunidad through Stories. Language Arts 97:2, pages 59-71.
Crossref
Marcus Croom, Tracey T. Flores & George Kamberelis. 2019. Handbook on Promoting Social Justice in Education. Handbook on Promoting Social Justice in Education 1 41 .

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