207
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Remembering cafecito and other practices for resiliency and survival in the academy

&
Pages 1675-1688 | Received 02 Oct 2021, Accepted 24 Oct 2022, Published online: 15 Mar 2023

References

  • Abida, F. I. N., Kuswardani, R., Purwati, O., & Darma, D. B. (2020). The use of humor in teaching listening. Advances in Social Science, Education and Humanities Research, 491, 882–885.
  • Alvarado, K. O. (2013). An interdisciplinary reading of Chicana/o and (US) Central American cross-cultural narrations. Latino Studies, 11(3), 366–387.
  • Anzaldúa, G., & Moraga, C. (1981). This bridge called my back. Kitchen Table.
  • Archibald, J. A. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. UBC Press.
  • Bell, D. (1980). Brown v. Board of education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533. https://doi.org/10.2307/1340546
  • Bell, D. (1991). Racial realism. Connecticut Law Review, 24(2), 363–379.
  • Bell, D. (2003). Diversity’s distractions. Columbia Law Review, 103(6), 1622–1633. https://doi.org/10.2307/3593396
  • Benmayor, R. (1991). Testimony, action research, and empowerment: Puerto Rican women and popular education. In S. B. Gluck & D. Patai (Eds.), Women’s words. The feminist practice of oral history (pp. 159–174). Routledge.
  • Bhungalia, L. (2020). Laughing at power: Humor, transgression, and the politics of refusal in Palestine. Environment and Planning C: Politics and Space, 38(3), 387–404. https://doi.org/10.1177/2399654419874368
  • Brayboy, B., Gough, H. R., Leonard, B., Roehl, R. F., & Solyom, J. A. (2012). Reclaiming scholarship: Critical Indigenous research methodologies. In S. Lapan, M. T. Quartaroli, & F. J. Riemer (Eds.), Qualitative research: An introduction to methods and designs (pp. 423–450). John Wiley & Sons, Inc.
  • Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. Zone Books.
  • Cariou, W. (2016). Life-telling: Indigenous oral autobiography and the performance of relation. Biography, 39(3), 314–327. https://doi.org/10.1353/bio.2016.0041
  • Carnes, R. (2011). Changing listening frequency to minimise white noise and hear Indigenous voices. Journal of Australian Indigenous Issues, 14(2–3), 170–184.
  • Carroll, B. A. (1990). The politics of “originality”: Women and the class system of the intellect. The Journal of Women’s History, 2(2), 136–163. https://doi.org/10.1353/jowh.2010.0060
  • Coulthard, G. S. (2014). Red skin, white masks: Rejecting the colonial politics of recognition. University of Minnesota Press.
  • Cruz, C. (2019). Reading This Bridge Called My Back for pedagogies of coalition, remediation, and a razor’s edge. International Journal of Qualitative Studies in Education, 32(2), 136–150. https://doi.org/10.1080/09518398.2018.1533150
  • de la Cadena, M. (2010). Indigenous cosmopolitics in the Andes: Conceptual reflections beyond politics as usual. Cultural Anthropology, 25(2), 334–370. https://doi.org/10.1111/j.1548-1360.2010.01061.x
  • Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–583. https://doi.org/10.17763/haer.68.4.5wv1034973g22q48
  • Delgado Bernal, D., & Villalpando, O. (2002). An apartheid of knowledge in the academy: The struggle over the “legitimate” knowledge for faculty of color. Equity & Excellence in Education, 35(2), 169–180. https://doi.org/10.1080/713845282
  • Delgado Bernal, D. (2020). Disrupting epistemological boundaries: Reflections on feminista methodological and pedagogical interventions. Aztlan: A Journal of Chicano Studies, 45(1), 155–170.
  • Deloria, V., & Wildcat, D. (2001). Power and place: Indian education in America. Fulcrum Publishing.
  • Fierros, C., & Delgado Bernal, D. (2016). Vamos a pláticar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies. The Journal of Mujeres Activas en Letras y Cambio Social, 15(2), 98–121.
  • Flores, A. I. (2019). A Chicana mother-daughter spiritual praxis. In C. Caballeros, Y. Martinez-Vu, J. Perez-Torres, M Tellez, & C Vega (Eds.), The Chicana motherwork anthology (pp. 195–211). University of Arizona Press.
  • Flores Carmona, J., Hamzeh, M., Bejarano, C., Herández-Sánchez, M., & El Shawami, Y. P. (2018). PLÁTICAS ∼ TESTIMONIOS: Practicing methodological borderlands for solidarity and resilience in academia. Chicana/Latina Studies, 18(1), 30–52.
  • Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing.
  • Gordon, A. (2011). Some thoughts on haunting and futurity. Borderlands, 10(2), 1–21.
  • Grande, S. (2018). Refusing the university. In 11th Annual Decolonization Conference of the Centre for Integrative Anti-Racism Studies. Ontario Institute for Studies in Education.
  • Gutiérrez y Muhs, G., Niemann, Y. F., González, C. G., & Harris, A. P. (Eds.). (2012). Presumed incompetent: The intersections of race and class for women in academia. University Press of Colorado.
  • Hamzeh, M., & Flores Carmona, J. (2019). Arabyyah and Mexicana co-teaching-learning testimonios of revolutionary women: A pedagogy of solidarity. The Educational Forum, 83(3), 325–337. https://doi.org/10.1080/00131725.2019.1599661
  • Hamzeh, M., Carmona, J. F., Sánchez, M. E. H., Delgado Bernal, D., & Bejarano, C. (2020). Haki/pláticas ∼ testimonios/shahadat: Arabyya feminista decolonial praxis. Journal of Curriculum and Pedagogy, 17(3), 250–265. https://doi.org/10.1080/15505170.2020.1786750
  • Harney, S., & Moten, F. (1999). Doing academic work (1999). In Chalk lines: The politics of work in the managed university (pp. 154–180). Research Collection Lee Kong Chian School of Business.
  • Harvey, D. (2018). The limits to capital. Verso books.
  • Hayes, N., Velez, V., & Calderon, D. (in press). Fugitivity within the university as first-generation faculty of color: Cultivating an undercommons. Rutgers Press.
  • Hemmings, C. (2011). Why stories matter. Duke University Press.
  • Hernández-Ávila, I. (2013). In the presence of spirit(s): A meditation on the politics of solidarity and transformation. In This bridge we call home (pp. 544–552). Routledge.
  • Jones, R. (2012). Spaces of refusal: Rethinking sovereign power and resistance at the border. Annals of the Association of American Geographers, 102(3), 685–699. https://doi.org/10.1080/00045608.2011.600193
  • Justice, D. H. (2016). A better world becoming: Placing critical Indigenous studies. In A. Moreton-Robinson (Ed.), Critical indigenous studies: Engagements in first world locations (pp. 19–32). The University of Arizona Press.
  • Keating, A. (2005). Shifting perspectives: Spiritual activism, social transformation, and the politics of spirit. In EntreMundos/AmongWorlds (pp. 241–254). Palgrave Macmillan.
  • Leong, N. (2013). Racial capitalism. Harvard Law Review, 126(8), 2151–2226.
  • Lomawaima, K. T., & McCarty, T. L. (2006). “To remain an Indian”: Lessons in democracy from a century of Native American education. Teachers College Press.
  • Lugones, M. (1987). Playfulness, “world”-travelling, and loving perception. Hypatia, 2(2), 3–19. https://doi.org/10.1111/j.1527-2001.1987.tb01062.x
  • Lugones, M. (2010). Toward a decolonial feminism. Hypatia, 25(4), 742–759. https://doi.org/10.1111/j.1527-2001.2010.01137.x
  • McKittrick, K. (2006). Demonic grounds: Black women and the cartographies of struggle. University of Minnesota Press.
  • Moten, F., & S., Harney (2013). The undercommons: Fugitive planning and black study.
  • Nagar, R. (2013). Storytelling and co-authorship in feminist alliance work: Reflections from a journey. Gender, Place & Culture, 20(1), 1–18. https://doi.org/10.1080/0966369X.2012.731383
  • Narvaez, D. (2016). Revitalizing human virtue by restoring organic morality. Journal of Moral Education, 45(3), 223–238. https://doi.org/10.1080/03057240.2016.1167029
  • O’Bonsawin, C. M. (2017). Humor, irony, and indigenous peoples: A re-reading of the historical record of the 1904 St. Louis Olympic Championship. Sport History Review, 48(2), 168–184. https://doi.org/10.1123/shr.2017-0008
  • Pérez, E. (1999). The decolonial imaginary: Writing Chicanas into history. Indiana University Press.
  • Pierce, C. (2012). Education in the age of biocapitalism: Optimizing educational life for a flat world. Springer.
  • Poirier, S. (2008). Reflections on indigenous cosmopolitics—Poetics. Anthropologica, 50(1), 75–85.
  • Quijano, A. (2000). Coloniality of power, eurocentrism and Latin America. Nepantla, 1(3), 533–580.
  • Robinson, C. J. (2020). Black Marxism, revised and updated third edition: The making of the black radical tradition. University of North Carolina Press.
  • Rodríguez, D. (2012). Racial/colonial genocide and the “neoliberal academy”: In excess of a problematic. American Quarterly, 64(4), 809–813. https://doi.org/10.1353/aq.2012.0054
  • Rosas, G. (2006). The managed violences of the borderlands: Treacherous geographies, policeability, and the politics of race. Latino Studies, 4(4), 401–418. https://doi.org/10.1057/palgrave.lst.8600221
  • Said, E. W. (1982). Opponents, audiences, constituencies, and community. Critical Inquiry, 9(1), 1–26. https://doi.org/10.1086/448186
  • Sandoval, C. (2013). Methodology of the oppressed (Vol. 18). University of Minnesota Press.
  • Schwimmer, E. (2003). Les minorites nationales: volonte, desir, homeostasie optimale. Reflexions sur le biculturalisme en Nou velle-Zelande, en Espagne, au Quebec et ailleurs. Anthropologie et Sociétés, 27(3), 155–184. https://doi.org/10.7202/007930ar
  • Simpson, A. (2014). Mohawk interruptus: Political life across the borders of settler states. Duke University Press.
  • Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. Zed Books Ltd.
  • Smith, K. M. (2010). Female voice and feminist text: Testimonio as a form of resistance in Latin America. Florida Atlantic Comparative Studies Journal, 12(1), 21–37.
  • Sing, D. K., Hunter, A., & Meyer, M. A. (1999). Native Hawaiian education: Talking story with three Hawaiian educators. Journal of American Indian Education, 39(1), 4–13.
  • Sripipatana, A., Pang, V., Pang, J., & Briand, G. (2010). Talking story: Using culture to educate Pacific Islander men about health and aging. Californian Journal of Health Promotion, 8(SI), 96–100. https://doi.org/10.32398/cjhp.v8iSI.2047
  • Stein, S. (2021). What can decolonial and abolitionist critiques teach the field of higher education? The Review of Higher Education, 44(3), 387–414. https://doi.org/10.1353/rhe.2021.0000
  • Galván, R. (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), 135–140. https://doi.org/10.18085/llas.6.2.1160715w62582591
  • Wilson (2008). Research is ceremony. Indigenous research methods. Fernwood.
  • Zuni Cruz, C. (2009). Law of the land – Recognition and resurgence in indigenous law and justice systems. In B. J. Richardson, S. Imai, & K. NcNeil (Eds.), Indigenous peoples and the law: comparative and critical perspectives (pp. 315–335). Hart Publishing.

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.