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

References

• Anzaldúa, G. (1999). Borderlands/la frontera: The new Mestiza. San Francisco, CA: Aunt Lute Press.
   Google Scholar
• Anzaldúa, G. (2002). Now let us shift … the path of conocimiento … inner work, public acts. In G. Anzaldúa & A. Keating (Eds.), This bridge we call home: Radical visions for transformation (pp. 540–578). New York, NY: Routledge.
   Google Scholar
• Brown, N. E., & Young, L. (2015). Ratchet politics: Moving beyond Black women's bodies to indict institutions and structures. National Political Science Review, 17(2), 45–56.
   Google Scholar
• Calderón, D. (2010). Multicultural education as colonial education?: Indigenous disruptions of “colonial-blind” discourses. In A. Kempf (Ed.), Breaching the colonial contract: Anticolonialism in the U.S. and Canada (pp. 53–78). New York, NY: Springer.
   Google Scholar
• 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.
   Google Scholar
• Chabram-Dernersesian, A., & de la Torre, A. (Eds.). (2008). Speaking from the body: Latinas on health and culture. Tucson, AZ: University of Arizona Press.
   Google Scholar
• Cohen, C. J. (2004). Deviance as resistance: A new research agenda for the study of Black politics. Du Bois Review, 1(1), 27–45.
   Google Scholar
• Cooper, B. (2012). Crunk feminist collective. Ratchet Feminism. Retrieved from http://www.crunkfemi-nistcollective.com/2012/08/14/ratchetfeminism/
   Google Scholar
• Crostwaite, L. H., Byrd, J. W., & Byrd, B. (2003). Puro border: Dispatches, snapshots, & graffiti from La Frontera. El Paso, TX: Cinco Puntos Press.
   Google Scholar
• Cruz, C. (2001). Toward an epistemology of a Brown body. Qualitative Studies in Education, 14(5), 657–669.
   Google Scholar
• Cruz, C. (2011). LGBTQ street youth talk back: A meditation on resistance and witnessing. International Journal of Qualitative Studies in Education, 24(5), 547–558.
   Google Scholar
• Cruz, C. (2012). Making curriculum from scratch: “Testimonio” in an urban classroom. Equity & Excellence in Education, 45(3), 460–471.
   Google Scholar
• Cruz, C. (2013). LGBTQ youth of color video making as radical curriculum: A brother mourning his brother and a theory in the flesh. Curriculum Inquiry, 43(4), 441–460.
   Google Scholar
• Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–582.
   Google Scholar
• Delgado Bernal, D. (2001). Learning and living pedagogies of the home: The Mestiza consciousness of Chicana students. International Journal of Qualitative Studies in Education, 14(5), 623–639.
   Google Scholar
• Delgado Bernal, D. (2002). Critical race theory, LatCrit theory, and critical raced gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126.
   Google Scholar
• Dixon-Román, E. J. (2014). Deviance as pedagogy: From nondominant cultural capital to deviantly marked cultural repertoires. Teachers College Record, 116, 1–30.
   Google Scholar
• Dimitriadis, G. (2008). Studying urban youth culture primer. New York, NY: Peter Lang.
   Google Scholar
• Duncan-Andrade, J. (2006). Note to educators: Hope required when growing roses in concrete. [WebVideo]. Retrieved from http://www.youtube.com/watch?v=8z1gwmkgFss
   Google Scholar
• Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194.
   Google Scholar
• Elenes, C. A. (2010). Transformando fronteras: Chicana feminist transformative pedagogies. International Journal of Qualitative Studies in Education, 14(5), 689–702.
   Google Scholar
• Elenes, C.A. (2011). Transforming borders: Chicana/o popular culture and pedagogy. London, UK: Lexington Books.
   Google Scholar
• Fanon, F. (2008). Black skin, White masks. New York, NY: Grove Press.
   Google Scholar
• Flores Carmona, J. (2014). Introduction: Weaving together pedagogies and methodologies of collaboration, inclusions, and voice. In J. Flores Carmona & K. V. Luschen (Eds.), Crafting critical stories: Toward pedagogies and methodologies of collaboration, inclusion, and voice (pp. 1–10). New York, NY: Counterpoints.
   Google Scholar
• Gaspar de Alba, A. (1998). Chicano art inside/outside the master's house: Cultural politics and the Cara Exhibition. Austin, TX: University of Texas Press.
   Google Scholar
• Ginwright, S. (2008). Collective radical imagination: Youth participatory action research and the art of emancipatory knowledge. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 13–22). New York, NY and London, UK: Routledge.
   Google Scholar
• Ginwright, S. A. (2010). Black youth rising: Activism and radical healing in urban America. New York, NY: Teachers College Press.
   Google Scholar
• Grossberg, L. (2001). Why does neoliberalism hate kids? The war on youth and the culture of politics. The Review of Education/Pedagogy/Cultural Studies, 23(2), 111–136.
   Google Scholar
• Grossberg, L. (2005). Caught in the crossfire: Kids, politics, and America's future. Boulder, CO: Paradigm.
   Google Scholar
• Lindsey, T. (2012, September). The Ratchet of the Earth: Black women, respectability, and popular culture. Paper presented at the Association for the Study of African American Life and History Convention, Pittsburgh, PA.
   Google Scholar
• Lyon, J. (2008, March 17). Rate of poor children in Salt Lake City leaps to 28 percent. The Salt Lake Tribune. Retrieved from http://archive.sltrib.com/story.php?ref=/ci_8590840
   Google Scholar
• Malagón, M. (2010). Trenches under the pipeline: The educational trajectories of Chicano male continuation high school students. Unpublished doctoral dissertation, available from WorldCat (OCLC: 805782310).
   Google Scholar
• Moraga, C., & Anzaldúa, G. (Eds.). (1983). This bridge called my back: Writings by radical women of color. New York, NY: Kitchen Table Women of Color Press.
   Google Scholar
• Pérez, E. (1999). The decolonial imaginary: Writing Chicanas into history. Bloomington, IN: Indiana University Press.
   Google Scholar
• Quijada, D. A. (2008). Marginalization, identity formation, and empowerment: Youth's struggles for self and social justice. In N. Dolby & F. Rizvi (Eds.), Youth moves: Identities and education in global perspective (pp. 207–220). New York, NY: Routledge.
   Google Scholar
• Quijada, D. A. (2009). Youth debriefing diversity workshops: Conversational contexts that forge intercultural alliances across differences. International Journal of Qualitative Studies in Education, 22(4), 449–468.
   Google Scholar
• Robbins, T., Stagman, S., & Smith, S. (2012). Young Children at Risk: National and State Prevalence of Risk Factors. New York, NY: National Center for Children in Poverty.
   Google Scholar
• Saavedra, C. (2011). De-academizing early childhood research: Wanderings of a Chicana/Latina feminist researcher. Journal of Latinos and Education, 10(4), 286–298.
   Google Scholar
• Saavedra, C., & Nymark, E. D. (2008). Borderland-Mestizaje feminism: The new tribalism. In N. K. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and Indigenous methodologies (pp. 255–276). Los Angeles/London/New Delhi/Singapore: Sage.
   Google Scholar
• Saavedra, C., & Pérez, M. S. (2012). Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism. Equity and Excellence in Education, 45(3), 430–443.
   Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. London, UK: Sage.
   Google Scholar
• Tijerina Revilla, A. (2004). Muxerista pedagogy: Raza womyn teaching social justice through student activism. The High School Journal, 87(4), 80–94.
   Google Scholar
• Tuck, E., & Yang, W. (2011). Youth resistance revisited: new theories of youth negotiations of educational injustices. International Journal of Qualitative Studies in Education, 24(5), 521–530.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.
   Google Scholar
• Van Ausdale, D., & Feagin, J. R. (2001). The first R: How children learn race and racism. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Villenas, S. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), 711–731.
   Google Scholar
• Ybarra-Frausto, T. (1989). Rasquachismo: A Chicano sensibility. In Chicano aesthetics: Rasquachismo [Pamphlet]. Phoenix, AZ: MARS, Movimiento Artistico del Rio Salado.
   Google Scholar