Toward a Critical Latinx Pedagogy: A Multi-Generational Reflection on Teaching and Learning in the U.S. Latinx History Survey and Beyond

References

• Alarcón, W., Cruz, C., Jackson, L. G., Prieto, L., & Rodriguez-Arroyo, S. (2011). Compartiendo nuestras historias: Five testimonios of schooling and survival. Journal of Latinos and Education, 10(4), 369–381. https://doi.org/10.1080/15348431.2011.605690
   Google Scholar
• Andreotti, V. O. (2014). Conflicting epistemic demands in poststructuralist and postcolonial en-gagements with questions of complicity in systemic harm. Educational Studies, 50(4), 378–397. https://doi.org/10.1080/00131946.2014.924940
   Google Scholar
• Anzaldúa, G. (2002). Preface: Unnatural bridges, (un)safe spaces. In G. Anzaldúa & A. Keating (Eds.), This bridge we call home: Radical visions for transformation (pp. 1–5). Routledge.
   Google Scholar
• Bernal, D., Elenes, C. A., Godinez, F. E., & Villenas, S. (Eds.). (2006). Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. State University of New York Press.
   Google Scholar
• Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change: Papers in the sociology of education (pp. 71–112). Tavistock Publications.
   Google Scholar
• Calderón, D., & Urrieta, L. (2019). Studying in relation: Critical Latinx indigeneities and education. Equity & Excellence in Education, 52(2–3), 219–238. https://doi.org/10.1080/10665684.2019.1672591
   Web of Science ®Google Scholar
• Colbert, S (2010, August 24). Colbert Stays in Character at Congressional Hearing. PBS Newshour. YouTube. https://www.youtube.com/watch?v=hWcQEO1OG4Q
   Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), Article 8. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Duncan-Andrade, J. (2006). Utilizing cariño in the development of research methodologies. In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, & K. Hayes (Eds.), Urban education: An encyclopedia (pp. 451–460). Greenwood.
   Google Scholar
• Flores, A., & Leal, D. R. (2020). Beyond enrollment and graduation: Examining strategic plans from hispanic-serving institutions in Texas. Journal of Latinos and Education, 1–16. Advance online publication. https://doi.org/10.1080/15348431.2020.1791121
   Google Scholar
• Freire, P. (1978). Conscientization for liberation: Notions on the word conscientization. In C. A. Torres (Ed.), The educational praxis of Paulo Freire (pp. 107–120). Ediciones Gernika.
   Google Scholar
• Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Westview Press.
   Google Scholar
• Freire, P. (2000). Pedagogy of the oppressed ( Bergman, M. Trans., 30th Anniversary ed.). Continuum. (Original work published 1970).
   Google Scholar
• Galván, T. R. (2006). Campesina epistemologies and pedagogies of the spirit: Examining women’s sobrevivencia. In D. Bernal, C. Elenes, F. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 161–179). State University of New York Press.
   Google Scholar
• Garcia, S. A. (2019). Contesting trauma and violence through indigeneity and a decolonizing pedagogy at Rio Hondo Community College. Journal of Latinos and Education, 1–21. https://doi.org/10.1080/15348431.2019.1603749
   Google Scholar
• Giroux, H. A. (2011). On critical pedagogy. Bloomsbury Publishing USA.
   Google Scholar
• Gonzalez, E., Ortega, G., Molina, M., & Lizalde, G. (2020). What does it mean to be a Hispanic-serving institution? Listening to the Latina/o/x voices of students. International Journal of Qualitative Studies in Education, 33(8), 796–809. https://doi.org/10.1080/09518398.2020.1751896
   Web of Science ®Google Scholar
• Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.
   Google Scholar
• Levins Morales, A. (2019). Medicine stories. Duke University Press.
   Google Scholar
• Lizárraga, J. R., & Gutiérrez, K. D. (2018). Centering nepantla literacies from the borderlands: Leveraging “in-betweenness” toward learning in the everyday. Theory into Practice, 57(1), 38–47. https://doi.org/10.1080/00405841.2017.1392164
   Web of Science ®Google Scholar
• Lopez, E. J., & Ortiz, J. (2019). Promoting transformative learning for Chicana/o and Latina/o high school youth. Journal of Latinos an Education, 1–15. https://doi.org/10.1080/15348431.2019.1612401
   Google Scholar
• Lugones, M. (2003). Pilgrimages/Peregrinajes: Theorizing coalition against multiple oppressions. Rowman and Littlefield.
   Google Scholar
• Mariscal, J., Kiyama, J. M., & Navarro Benavides, V. (2019). The embodiment and enactment of funds of knowledge among Latina/o university outreach staff. Journal of Latinos and Education, 1–18. https://doi.org/10.1080/15348431.2019.1653299
   Google Scholar
• Moll, L., Amanti, C., Neff, D., & González, N. (2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 71–88). Routledge.
   Google Scholar
• Moraga, C. (1981). Entering into the lives of others: Theory in the flesh. In C. Moraga & G. Anzaldua (Eds.), This bridge called my back: Writings by radical women of color (pp. 21–22). Kitchen Press.
   Google Scholar
• Newcomer, S. N. (2018). Investigating the power of authentically caring student-teacher relationships for Latinx students. Journal of Latinos and Education, 17(2), 179–193. https://doi.org/10.1080/15348431.2017.1310104
   Web of Science ®Google Scholar
• Ochoa, E., & Lassalle, Y. M. (2008). Editors’ introduction. Radical History Review, 2008(102), 1–7. https://doi.org/10.1215/01636545-2008-001
   Google Scholar
• Ochoa, G., & Ochoa, E. (2007). Framing Latina/o immigration, education, and activism. Sociology Compass, 1(2), 701–719. https://doi.org/10.1111/j.1751-9020.2007.00038.x
   Google Scholar
• Ochoa, G., & Ochoa, E. (2009). Teaching and learning guide for: Framing Latina/o immigration, education, and activism. Sociology Compass, 3(2), 351–360. https://doi.org/10.1111/j.1751-9020.2009.00194.x
   Google Scholar
• Ordoñez-Jasis, R., Dunsmore, K., Herrera, G., Ochoa, C., Diaz, L., & Zuniga-Rios, E. (2016). Communities of caring: Developing curriculum that engages Latino/a students’ diverse literacy practices. Journal of Latinos and Education, 15(4), 333–343. https://doi.org/10.1080/15348431.2015.1134538
   Web of Science ®Google Scholar
• Pérez, F. C. (2019). Exposure/Formation: A process for developing transformative education frameworks and critical consciousness in higher education. Journal of Latinos and Education, 1–13. https://doi.org/10.1080/15348431.2019.1620108
   Google Scholar
• Pérez Huber, L. (2017). Healing images and narratives: Undocumented Chicana/Latina pedagogies of resistance. Journal of Latinos and Education, 16(4), 374–389. https://doi.org/10.1080/15348431.2016.1268963
   Web of Science ®Google Scholar
• Rendón, L. I., Nora, A., & Kanagala, V. (2014). Ventajas/assets y conocimientos/knowledge: Leveraging Latin@ strengths to foster student success. Center for Research and Policy in Education, The University of Texas at San Antonio.
   Google Scholar
• Reyes, G., Banda, R. M., & Caldas, B. (2020). “We’re all in this boat together”: Latina/Chicana embodied pedagogies of care. Journal of Latinos and Education, 1–16. https://doi.org/10.1080/15348431.2020.1791120
   Web of Science ®Google Scholar
• Ruíz, V. (2006). Nuestra América: Latino History as United States History. The Journal of American History, 93(3), 655–672. https://doi.org/10.2307/4486408
   Web of Science ®Google Scholar
• Salinas, C. (2017). Transforming academia and theorizing spaces for Latinx in higher education: Voces perdidas and voces de poder. International Journal of Qualitative Studies in Education, 30(8), 746–758. https://doi.org/10.1080/09518398.2017.1350295
   Web of Science ®Google Scholar
• Soto Huerta, M. E. (2017). Transformative pedagogy: Emergent bilinguals and perspective taking. Journal of Latinos and Education, 16(3), 192–202. https://doi.org/10.1080/15348431.2016.1229613
   Web of Science ®Google Scholar
• Stoler, A. (2016). Duress : Imperial durabilities in our times. Duke University Press.
   Google Scholar
• Trouillot, M. (1995). Silencing the past : Power and the production of history. Beacon Press.
   Google Scholar
• Urrieta, L., & Villenas, S. A. (2013). The legacy of Derrick Bell and Latino/a education: A critical race testimonio. Race Ethnicity and Education, 16(4), 514–535. https://doi.org/10.1080/13613324.2013.817771
   Web of Science ®Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: U.S.–Mexican youth and the politics of caring. State University of New York Press.
   Google Scholar
• Vélez-Ibañez, C. G., & Greenberg, J. B. (2005). Formation and transformation of funds of knowledge among U.S.-Mexican households. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms. (pp. 47-70). Routledge.
   Google Scholar
• Villanueva, S. T. (2013). Teaching as a healing craft: Decolonizing the classroom and creating spaces of hopeful resistance through Chicano-Indigenous pedagogical praxis. The Urban Review, 45(1), 23–40. https://doi.org/10.1007/s11256-012-0222-5
   Google Scholar
• Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar
• Zimmerman, A. (2016). Transmedia testimonio: Examining undocumented youth’s political activism in the digital age. International Journal of Communication, 10(2016), 1886–1906. https://ijoc.org/index.php/ijoc/article/view/3230
   Google Scholar