Convivencias across space and time within educational history: a critical race feminista approach

References

• American Library Association (ALA). (2021). Resolution ALA. ala.org. https://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/ALA%20CD%2052%20Resolution%20to%20Promote%20Equity_Diversity_and%20Inclusion_0.pdf
   Google Scholar
• Banfield, B. (1998). Commitment to change: The Council on Interracial Books for Children and the World of Children’s Books. African American Review, 32(1), 17. https://doi.org/10.2307/3042264
   Web of Science ®Google Scholar
• Bell, D. A. (1991). Racial realism. Connecticut Law Review, 24, 363.
   Google Scholar
• Bell, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533. https://doi.org/10.2307/1340546
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Camargo Gonzalez, L. (2022). Hickory Dickory Dock, the Racism Will Never Stop: A Critical Race Examination of Activism within Latina/o Children’s Literature and Librarianship, from 1960 to 2000 [Doctoral dissertation].
   Google Scholar
• Caswell, M., Punzalan, R., & Sangwand, T.-K. (2017). Critical archival studies: An introduction. Journal of Critical Library and Information Studies, 1(2), 1–8. https://doi.org/10.24242/jclis.v1i2.50
   Google Scholar
• Crenshaw, K. (2021). The panic over critical race theory is an attempt to whitewash U.S. history: Banning discussion of race makes it impossible to discuss the past accurately. Retrieved May 1, 2023, from https://www.washingtonpost.com/outlook/critical-race-theory-history/2021/07/02/e90bc94a-da75-11eb-9bbb-37c30dcf9363_story.html
   Google Scholar
• Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. NYU Press.
   Google Scholar
• Delgado Bernal, D. (2020). Disrupting epistemological boundaries: reflections on Feminista methodological and pedagogical interventions. Aztlán: A Journal of Chicano Studies, 45(1), 155–169. https://doi.org/10.1525/azt.2020.45.1.155
   Google Scholar
• Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107
   Google Scholar
• Delgado Bernal, D. (1998a). Using a Chicana feminist epistemology in educational. Harvard Educational Review, 68, 4.
   Web of Science ®Google Scholar
• Delgado Bernal, D. (1998b). Grassroots leadership reconceptualized: Chicana oral histories and the 1968 East Los Angeles school blowouts. Frontiers: A Journal of Women Studies, 19(2), 113–142. https://doi.org/10.2307/3347162
   Web of Science ®Google Scholar
• Delgado Bernal, D., & Alemán, E.Jr (2017). Transforming educational pathways for Chicana/o students: A critical race feminista praxis. Teachers College Press.
   Google Scholar
• Delgado Bernal, D., Pérez Huber, L., & Malagón, M. (2019). Bridging theories to name and claim a critical race feminista methodology. In T. Chapman, J. DeCuir-Gunby and P. Schutz (Eds.), Critical race research methods and methodologies in education (pp.109–121). Routledge.
   Google Scholar
• Esparza, S. (1975). Chicano community presses for better library service. In Interracial Books for Children Bulletins (Vol. 5, pp. 7–8). Library Special Collections, Charles E. Young Research Library.
   Google Scholar
• Escobedo, C. R., & Camargo Gonzalez, L. (2022). Nurturing a critical race feminist praxis: Engaging education research with a historical sensibility. International Journal of Research & Method in Education, 45:3, 259–270.
   Google Scholar
• Fierros, C. O., & Bernal, D. D. (2016). Vamos a platicar: The Contours of Pláticas as Chicana/Latina Feminist Methodology. Chicana/Latina Studies, 15(2), 98–121.
   Google Scholar
• García, D. G. (2018). Strategies of segregation: Race, residence, and the struggle for educational equality. University of California Press.
   Google Scholar
• García, D. G., & Yosso, T. J. (2020). Recovering our past: A methodological reflection. History of Education Quarterly, 60(1), 59–72. https://doi.org/10.1017/heq.2019.50
   Web of Science ®Google Scholar
• Kim, J. H. (2015). Understanding narrative inquiry: The crafting and analysis of stories as research. Sage publications.
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record: The Voice of Scholarship in Education, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
   Web of Science ®Google Scholar
• Levins Morales, A. (1998). The historian as curandera. In Women in culture: An intersectional anthology for gender and women’s studies (pp. 134–147). John Wiley & Sons.
   Google Scholar
• Malagón, M. C., Pérez Huber, L., & Velez, V. N. (2009). Our experiences, our methods: using grounded theory to inform a critical race theory methodology. Seattle Journal for Social Justice, 8, 253–272.
   Google Scholar
• Matsuda, M. (1991). Voices of America: Accent, antidiscrimination law, and a jurisprudence for the last reconstruction. The Yale Law Journal, 100(5), 1329–1407. https://doi.org/10.2307/796694
   Web of Science ®Google Scholar
• Moraga, C., & Anzaldúa, G. (2002). Entering the Lives of Others: Theory in the Flesh. In C. Moraga and G. Anzaldúa, (Eds.), This Bridge Called My Back: Writing by Radical Women of Color (pp. 19–21, 3rd ed.). Third Woman Press.
   Google Scholar
• Pérez, E. (1999). The decolonial imaginary: Writing Chicanas into history. Indiana University Press.
   Google Scholar
• Pérez Huber, L. (2009). Disrupting Apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639–654. https://doi.org/10.1080/09518390903333863
   Google Scholar
• Resolution on Racism and Sexism Awareness. (n.d.). Council on Interracial Books for Children, Directors Records. 1954-1984, Schomburg Center for Research in Black Culture Manuscripts, Archives and Rare Books Division. (Box 11, Folder 13), New York Public Library.
   Google Scholar
• Solórzano, D. G. (1997). Images and words that wound: Critical race theory, racial stereotyping and teacher education. Teachers Education Quarterly, 24, 5–19.
   Google Scholar
• Terrones, L. (2018). Tracing activist genealogies in Latina children’s librarianship. Research on Diversity in Youth Literature, 1(2), 1–26.
   Google Scholar
• Trinidad Galván, R. (2015). Women who stay behind: Pedagogies of survival in rural transmigrant Mexico. The University of Arizona Press.
   Google Scholar
• Trinidad Galván, R. T. (2011). Chicana transborder vivencias and autoherteorías: Reflections from the field. Qualitative Inquiry, 17(6), 552–557. https://doi.org/10.1177/1077800411409888
   Web of Science ®Google Scholar