896
Views
3
CrossRef citations to date
0
Altmetric
Article

Queer Latina/o(x) Youth Education: A Community-Based Education Model to Queer of Color Praxis

References

  • Rodríguez, J. M. (2003). Queer Latinidad: Identity practices, discursive spaces (Vol. 24). New York, NY: New York University Press.
  • Alemán, E., Jr, Benral, D. D., & Mendoza, S. (2013). Critical race methodological tensions: Nepantla in our community-based praxis. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 345–358). New York, NY: Routledge.
  • Anzaldua, G. (1987). Borderlands, la frontera: The new mestiza. San Francisco, CA: Aunt Lute Books.
  • Bernal, D. D. (1998). Using a chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–583.
  • Brockenbrough, E. (2015). Queer of color agency in educational contexts: Analytic frameworks from a queer of color critique. Educational Studies, 51(1), 28–44.
  • Brockenbrough, E. (2015). Queer of color agency in educational contexts: Analytic frameworks from a queer of color critique. Educational Studies, 51(1), 28–44. doi:10.1080/00131946.2014.979929
  • Celina, S. (2007). Cracking silent codes: Critical race theory and education organizing. Discourse: Studies in the Cultural Politics of Education, 28(4), 531–548.
  • Choi, S. K., Baams, L., & Wilson, B. D. (2017). LGBTQ youth in California’s public schools: Differences across the state. Williams Institute, UCLA School of Law. Retrieved from http://williamsinstitute.law.ucla.edu/wp-content/uploads/LGBTQ-Youth-in-CA-Public-Schools.pdf
  • Cohen, S. (2005). Liberationists, clients, activists: Queer youth organizing, 1966–2003. Journal of Gay & Lesbian Issues in Education, 2(3), 67–86. doi:10.1300/J367v02n03_06
  • Covarrubias, A., & Tijerina-Revilla, A. (2003). Agencies of transformational resistance. The Florida Law Review, 55, 459.
  • Covarrubias, A., & Velez, V. (2013). Critical race quantitative intersectionality: An anti racist research paradigm that refuses to “let the numbers speak for themselves”. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 290–306). New York, NY: Routledge.
  • Decuir-Gunby, J. T., & Walker-Devose, D. C. (2013). Expanding the counterstory: The potential for critical race mixed methods studies in education. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 268–279). Routledge.
  • del Alba Acevedo, L. (2001). Telling to live: Latina feminist testimonios. Durham, NC: Duke University Press.
  • Delgado-Bernal, D., Burciaga, R., & Flores-Carmona, J. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–372.
  • Ghaill, M. (1994). Making of men: masculinities, sexualities and schooling. UK: McGraw-Hill Education.
  • Grzanka, P. R., Adler, J., & Blazer, J. (2015). Making up allies: The identity choreography of straight LGBT activism. Sexuality Research and Social Policy, 1–17.
  • Gutierrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. doi:10.1598/RRQ.43.2.3
  • Harper, P. B. (2000). The evidence of felt intuition: Minority experience, everyday life, and critical speculative knowledge.GLQ: A Journal of Lesbian and Gay Studies, 6(4), 641–657.
  • Human Rights Campaign Foundation. (2019). California LGBTQ youth report. Washington, DC: Human Rights Campaign. Retrieved from https://assets2.hrc.org/files/ assets/resources/YouthReport-California-Final.pdf
  • Kumashiro, K. K. (2001). Queer students of color and antiracist, antiheterosexist education: Paradoxes of identity and activism. In K. Kumashiro (Ed.), Troubling intersections of race and sexuality: Queer students of color and anti-oppressive education (pp. 1–25). NY: Rowman & Littlefield Publishers.
  • Marquez, R. (2015). Promotoras en Acción: The Discursive and Pedagogical Practices of Latina Immigrants Doing Queer Advocacy Work (Doctoral dissertation), UCLA.
  • McCready, L. T. (2010). Making space for diverse masculinities: Difference, intersectionality, and engagement in an urban high school. New York, NY: Peter Lang.
  • McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. Race, Class, and Gender in the United States, 6, 188–192.
  • Mitchell, J. C. (2006). Case and situation analysis. In T. T. Evens & D. Handelman (Eds.), The Manchester School: Practice and Ethnographic Praxis in Anthropology, 23–42. Berghahn Books.
  • Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.
  • Moraga, C., & Anzaldúa, G. (Eds.). (1981/1983). This bridge called my back: Writings by radical women of color. New York, NY: Kitchen Table/Women of Color Press.
  • Pacheco, D., & Velez, V. (2009). Maps, mapmaking, and critical pedagogy: Exploring GIS and maps as a teaching tool for social change. Seattle Journal for Social Justice, 8, 273–302.
  • Solorzano, D., & Yosso, T. (2002). Critical race methodology: Counter-Storytelling as an analytical framework to education research. Qualitative Inquiry, 8(1), 23-44.
  • Solorzano, D. G., & Delgado-Bernal, D. (2001). Examining transformational resistance through a critical race and latcrit theory framework: Chicana and Chicano students in an Urban Context. Urban Education, 36(3), 308–342. doi:10.1177/0042085901363002
  • The California Endowment. (2011). The promotor model: A model for building healthy communities. Los Angeles, CA. Retrieved from http://www.visionycompromiso.org/wordpress/wp-content/uploads/TCE_Promotores-Framing-Paper.pdf
  • Torres, E. (2003). Chicana without apology: The new Chicana cultural studies. New York, NY: Routledge.
  • Torres, M. I., & Cernada, G. P. (2003). Sexual and reproductive health promotion in latino populations. Parteras, promotoras y poetas: Case studies across the Americas. Amityville: Baywood Publishing Company Inc.
  • Vélez, V., Huber, L. P., Lopez, C. B., De La Luz, A., & Solórzano, D. G. (2008). Battling for human rights and social justice: A Latina/o critical race media analysis of Latina/o student youth activism in the wake of 2006 anti-immigrant sentiment. Social Justice, 35(111), 7–27.
  • Weber, S. (2016). “Womanhood does not reside in documentation”: Queer and feminist student activism for transgender women’s inclusion at women’s colleges. Journal of Lesbian Studies, 20(1), 29–45. doi:10.1080/10894160.2015.1076238

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.