References
- Anzaldúa, G. (1983). El Mundo zurdo. In C. Moraga & G. Anzaldúa (Eds.), This bridge called my back: Writings by radical women of color (pp. 195–196). Women of Color Press.
- Anzaldúa, G. (1987). Borderlands/La Frontera: The new mestiza. Aunt Lute Books.
- Burciaga, R. (2007). Chicana Ph.D. students living Nepantla: Educación and aspirations beyond the doctorate [Unpublished doctoral dissertation]. University of California, Los Angeles.
- Calderón, D., Delgado Bernal, D., Pérez Huber, L., Malagón, M. C., & Vélez, V. N. (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513–539. https://doi.org/10.17763/haer.82.4.l518621577461p68
- Cariaga, S. (2019). Towards self-recovery: Cultivating love with young women of color through pedagogies of bodymindspirit. The Urban Review, 51(1), 101–122. https://doi.org/10.1007/s11256-018-0482-9
- Chavez Leyva, Y. (1998). Listening to the silences in Latina/Chicana lesbian history. In C. Trujillo (Ed.), Living Chicana theory (pp. 429–434). Third Woman Press..
- Cruz, C. (2001). Toward an epistemology of the brown body. Qualitative Studies in Education, 14(5), 657–669. https://doi.org/10.1080/09518390110059874
- Cruz, C. (2008). Notes on immigration, youth, and ethnographic silence. Theory into Practice, 47(1), 67–73. https://doi.org/10.1080/00405840701764797
- Davalos, K. M. (2008). Sin vergüenza: Chicana feminist theorizing. Feminist Studies, 34(1/2), 151–171.
- Delgado Bernal, D. (2002). Critical race theory, LatCrit theory, and critical race-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107
- Delgado Bernal, D. (2018). A testimonio of critical race feminista parenting: Snapshots from my childhood and my parenting. International Journal of Qualitative Studies in Education, 31(1), 25–35. https://doi.org/10.1080/09518398.2017.1379623
- Delgado Bernal, D., Burciaga, R., & Carmona, J. F. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–372. https://doi.org/10.1080/10665684.2012.698149
- Delgado Bernal, D., Elenes, C. A., Godinez, F. E., & Villenas, S. (Eds.). (2006). Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. SUNY Press.
- Espino, M. M., Muñoz, S. M., & Marquez Kiyama, J. (2010). Transitioning from doctoral study to the academy: Theorizing trenzas of identity for Latina sister scholars. Qualitative Inquiry, 16(10), 804–818. https://doi.org/10.1177/1077800410383123
- Espino, M. M., Vega, I. I., Rendón, L. I., Ranero, J. J., & Muñiz, M. M. (2012). The process of reflexión in bridging testimonios across lived experience. Equity & Excellence in Education, 45(3), 444–459. https://doi.org/10.1080/10665684.2012.698188
- Facio, E., & Lara, I. (Eds.). (2014). Fleshing the spirit: Spirituality and activism in Chicana, Latina, and Indigenous women’s lives. University of Arizona Press. http://muse.jhu.edu/book/28897
- Fierros, C., & Delgado Bernal, D. (2016). Vamos a pláticar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies, 15, 98–121.
- Flores Carmona, J. (2014). Cutting out their tongues: Mujeres’ testimonios and the Malintzin researcher. Journal of Latino/Latin American Studies, 6(2), 113–124. https://doi.org/10.18085/llas.6.2.gr44n072hhh72584
- Flores Carmona, J., Hamzeh, M., Bejarano, C., Hernández Sánchez, M. E., & El Ashmawi, Y. P. (2018). Pláticas ∼ testimonios: Practicing methodological borderlands for solidarity and resilience in academia. Chicana/Latina Studies, 18(1), 30–52.
- Flores Carmona, J., Hamzeh, M., Delgado Bernal, D., & Hassan Zareer, I. (2021). Theorizing knowledge with pláticas: Moving toward transformative qualitative inquiries. Qualitative Inquiry, 1–8. https://doi.org/10.1177/10778004211021813
- Flores, A. I., & Morales, S. (2022). A Chicana/Latina Feminist Methodology: Examining Pláticas in Educational Research. In E. G. Murillo, Jr., D. Delgado Bernal, S. Morales, L. Urrieta, Jr., E. Ruiz Bybee, J. Sánchez Muñoz, V. Sáenz, D. Villanueva, M Machado-Casas, & K. Espinoza (Eds.), Handbook of Latinos and education (2nd ed., pp 35–45). Routledge.
- Flores, A. I. (2016). De tal palo tal astilla: Exploring Mexicana/Chicana mother-daughter pedagogies. [Unpublished doctoral dissertation]. University of California, Los Angeles.
- Flores, J., & Garcia, S. (2009). Latina testimonios: A reflexive, critical analysis of a ‘Latina space’ at a predominantly White campus. Race Ethnicity and Education, 12(2), 155–172. https://doi.org/10.1080/13613320902995434
- García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley/Blackwell.
- Gonzalez, F. E. (2001). Haciendo que hacer—Cultivating a Mestiza worldview and academic achievement: Braiding cultural knowledge into educational research, policy, practice. International Journal of Qualitative Studies in Education, 14(5), 641–656. https://doi.org/10.1080/09518390110059847
- Gonzalez-Barrera, A., & Lopez, M. H. (2013, August 13). Spanish is the most spoken non-English language in U.S. homes, even among non-Hispanics. PEW Research Center. https://www.pewresearch.org/fact-tank/2013/08/13/spanish-is-the-most-spoken-non-english-language-in-u-s-homes-even-among-non-hispanics/
- Gutiérrez y Muhs, G., Flores Niemann, Y., González, C. G., & Harris, A. P. (Eds.). (2012). Presumed incompetent: The intersections of race and class for women in academia (1st ed.). Utah State University Press.
- Haddix, M., McArthur, S. A., Muhammad, G. E., Price-Dennis, D., & Sealey-Ruiz, Y. (2016). At the kitchen table: Black women English educators speaking our truths. English Education, 48(4), 380–395. http://www.jstor.org/stable/26492575
- Hamzeh, M., Flores Carmona, J., Hernández Sánchez, M. E., 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
- hooks, b. (2010). Teaching critical thinking: Practical wisdom. Routledge.
- Lara, I. (2005). Bruja positionalities: Toward a Chicana/Latina spiritual activism. Chicana/Latina Studies, 4(2), 10–45.
- Latina Feminist Group. (2001). Telling to live: Latina feminist testimonios. Duke University Press.
- Moraga, C., & Anzaldúa, G. (Eds.). (1983). This bridge called my back: Writings by radical women of color. Women of Color Press.
- Morales, S., & Gaxiola Serrano, T. J. (2020). Disrupting the colonial project: Walking the path of conocimiento in pedagogical practices of teaching research. In M. Cantú-Sánchez, C. de León Zepeda, & N. E. Cantú (Eds.), Teaching Gloria E. Anzaldúa: Pedagogy and Practice for Our Classrooms and Communities (pp. 222–239). University of Arizona Press.
- Pérez, E. (1999). The decolonial imaginary: Writing Chicanas into history. Indiana University Press.
- Pérez, M. S., & Saavedra, C. M. (2020). Womanist and Chicana/Latina feminist methodologies: Contemplations on the spiritual dimensions of research. In C. A. Taylor, C. Hughes, & J. B. Ulmer (Eds.), Transdisciplinary feminist research: Innovations in theory, method and practice (pp. 124–137). Routledge.
- Saavedra, C. M., & Esquierdo, J. J. (2019). Pláticas on disrupting language ideologies in the borderlands. In F. Nxumalo & C. P. Brown (Eds.), Disrupting and countering deficits in early childhood education (pp. 37–52). Routledge.
- Smith, B. (Ed.). (1983). Home girls: A Black feminist anthology. Rutgers University Press.
- Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). Zed Books.
- Taylor, S. R. (2021). The body is not an apology: The power of radical self-love (2nd ed.). Berrett-Koehler Publishers.
- Valenzuela, A. (1999). Subtractive schooling: Issues of caring in education of US-Mexican youth. State University of New York Press.
- Zepeda, C. (2016). Chicana feminism. In I. D. Ruiz & R. Sánchez (Eds.), Decolonizing rhetoric and composition studies: New Latinx keywords for theory and pedagogy (pp. 137–151). Palgrave Macmillan US. https://doi.org/10.1057/978-1-137-52724-0_10