Skip to content
2018
Volume 57, Issue 4
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
side by side viewer icon HTML

Abstract

How do Latina/Chicana girls use writing and art to describe their experiences, histories, and identities? What can we learn from their voices?

Loading

Article metrics loading...

/content/journals/10.58680/rte202332471
2023-05-01
2025-01-23
Loading full text...

Full text loading...

/deliver/fulltext/rte/57/4/researchintheteachingofenglish32471.html?itemId=/content/journals/10.58680/rte202332471&mimeType=html&fmt=ahah

References

  1. Alvarez S. (2017) Latinx and Latin American Community Literacy Practices en Confianza. Composition Studies, 45(2), 219.
    [Google Scholar]
  2. Anzaldúa G. (1999) Borderlands / la frontera: The new mestiza (2nd ed.). Aunt Lute.
    [Google Scholar]
  3. Beverley J. (2008) Testimonio, subalternity, and narrative authority. In Castro-Klaren S. (Ed.), A companion to Latin American literature and culture (pp. 571–583). Blackwell.
    [Google Scholar]
  4. Brinkmann S., & Kvale S. (2015) InterViews: Learning the craft of qualitative research interviews (3rd ed.). Sage.
    [Google Scholar]
  5. Brown R. N. (2013) Hear our truths: The creative potential of Black girlhood. University of Illinois Press.
    [Google Scholar]
  6. Cisneros S. (1991) The house on Mango Street. Vintage Books. (Original work published 1984)
    [Google Scholar]
  7. Clifton L. (n.d.) Homage to my hips. Poetry Foundation. https://www.poetryfoundation.org/poems/49487/homage-to-my-hips (Original work published 1987)
    [Google Scholar]
  8. Collins P. H. (2009) Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge.
    [Google Scholar]
  9. Community Coalition (2018, March 28). Edna Chavez—March for Our Lives (full speech) [Video]. YouTube. https://www.youtube.com/watch?v=BinNvKznltA
    [Google Scholar]
  10. Corbin J., & Strauss A. (2015) Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
    [Google Scholar]
  11. Cuero K. K., & Valdez V. E. (2012) “Good” students and “involved” mothers: Latin@ responses to normalization pressures in schools. International Journal of Qualitative Studies in Education, 25(3), 317–338. https://doi.org/10.1080/09518398.2010.529845
    [Google Scholar]
  12. De Anda I. (2014) Codeswitch: Fires from mi corazon. Los Writers Underground Press.
    [Google Scholar]
  13. Delgado Bernal D. (1998) Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–583.
    [Google Scholar]
  14. Delgado Bernal D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. Qualitative Studies in Education, 14(5), 623–639. https://doi.org/10.1080/09518390110059838
    [Google Scholar]
  15. Delgado Gaitan C. (2005) Family narratives in multiple literacies. Anthropology and Education Quarterly, 36(3), 265–272.
    [Google Scholar]
  16. Dyson A. H., & Genishi C. (2005) On the Case: Approaches to language and literary research. Teachers College Press.
    [Google Scholar]
  17. Edwards D. (2005) “Doing hair” and literacy in an afterschool reading and writing workshop for African-American adolescent girls. Afterschool Matters, 4, 42–50.
    [Google Scholar]
  18. Elenes C. A. (2000) Chicana feminist narratives and the politics of the self. Frontiers, 21(3), 105–123. https://doi.org/10.2307/3347113
    [Google Scholar]
  19. Emerson R. M., Fretz R. I., & Shaw L. L. (2011) Writing ethnographic fieldnotes. University of Chicago Press.
    [Google Scholar]
  20. Enoch J. (2004) “Para la mujer”: Defining a Chicana feminist rhetoric at the turn of the century. College English, 67(1), 20–37. https://doi.org/10.2307/4140723
    [Google Scholar]
  21. Enoch J., & Ramírez C. D. (2019) Mestiza rhetorics: An anthology of Mexicana activism in the Spanish-language press, 1887–1922. Southern Illinois University Press.
    [Google Scholar]
  22. Flores T. T. (2019) The family writing workshop: Latinx families cultivando comunidad through stories. Language Arts, 97(2), 59–71.
    [Google Scholar]
  23. Flores T. T., Batista-Morales N., & Salmerón C. (2019) Authoring future identities: Latina girls reading and writing the university. Multicultural Perspectives, 21(3), 139–147.
    [Google Scholar]
  24. García A., & Gaddes A. (2012) Weaving language and culture: Latina adolescent writers in an after-school writing project. Reading & Writing Quarterly, 28(2), 143–163.
    [Google Scholar]
  25. Guardian News (2018, March 24). Emma Gonzalez’s powerful March for Our Lives speech in full [Video]. YouTube. https://www.youtube.com/watch?v=u46HzTGVQhg
    [Google Scholar]
  26. Gutiérrez K. D. (2008) Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/10.1598/RRQ.43.2.3
    [Google Scholar]
  27. Guzmán B. (2012) Cultivating a guerrera spirit in Latinas: The praxis of mothering. Association of Mexican American Educators Journal, 6(1), 45–51.
    [Google Scholar]
  28. Hernandez I. (1989) Sara Estela Ramírez: Sembradora [Sara Estela Ramírez: Sower]. Legacy, 6(1), p. 13–26.
    [Google Scholar]
  29. Hurtado A. (2003) Theory in the flesh: Toward an endarkened epistemology. International Journal of Qualitative Studies in Education, 16(2), 215–225. https://doi.org/10.1080/0951839032000060617
    [Google Scholar]
  30. Hurtig J. (2005) Mexican mothers retelling the city: Stories from the “parents as writers” workshop. City & Society, 17(2), 235–265. https://doi.org/10.1525/city.2005.17.2.235
    [Google Scholar]
  31. Hurtig J. (2016) Con café, compañerismo, y calidad: Latina women fashioning a writing group into a space of praxis and belonging. Diaspora, Indigenous, and Minority Education, 10(4), 215–227. https://doi.org/10.1080/15595692.2016.1215299
    [Google Scholar]
  32. Kaur R. (2017) The sun and her flowers. Andrews McMeel Publishing.
    [Google Scholar]
  33. Kelly L. L. (2020) Exploring Black girls’ subversive literacies as acts of freedom. Journal of Literacy Research, 52(4), 456–481.
    [Google Scholar]
  34. Latina Feminist Group (2001) Telling to live: Latina feminist testimonios. Duke University Press.
    [Google Scholar]
  35. López V., & Chesney-Lind M. (2014) Latina girls speak out: Stereotypes, gender and relationship dynamics. Latino Studies, 12(4), 527–549. https://doi.org/10.1057/lst.2014.54
    [Google Scholar]
  36. López-Robertson J. (2017) Diciendo cuentos / telling stories: Learning from and about the community cultural wealth of Latina mamás through Latino children’s literature. Language Arts, 95(1), 7–16.
    [Google Scholar]
  37. Lorde A. (2007) Sister outsider: Essays and speeches (Rev. ed.). Crossing Press.
    [Google Scholar]
  38. Lyon G. E. (n.d.) Where I’m From. Smithsonian Education. http://www.smithsonianeducation.org/educators/professional_development/workshops/writing/george_ella_lyon.pdf
    [Google Scholar]
  39. Martinez-Neal J. (2018) Alma and how she got her name. Candlewick Press.
    [Google Scholar]
  40. Moraga C., & Anzaldúa G. (2015) This bridge called my back: Writings by radical women of color (4th ed.). State University of New York Press.
    [Google Scholar]
  41. Muhammad G. E. (2012) Creating spaces for Black adolescent girls to “write it out!” Journal of Adolescent & Adult Literacy, 56(3), 203–211.
    [Google Scholar]
  42. Muhammad G. E. (2014) Focus on middle school: Black Girls Write!: Literary benefits of a summer writing collaborative grounded in history. Childhood Education, 90(4), 323–326. https://doi.org/10.1080/00094056.2014.937321
    [Google Scholar]
  43. Muhammad G. E. (2015) Searching for full vision: Writing representations of African American adolescent girls. Research in the Teaching of English, 49(3), 224–247.
    [Google Scholar]
  44. Muhammad G. E., & Haddix M. (2016) Centering Black girls’ literacies: A review of literature on the multiple ways of knowing of Black girls. English Education, 48(4), 299–336.
    [Google Scholar]
  45. NPR (2017, April 11). Can poetry change the world? | Juan Felipe Herrera | NPR [Video]. YouTube. https://www.youtube.com/watch?v=Gc9g6VeVJcM
    [Google Scholar]
  46. OWN (2013, May 12). Listen: Dr. Maya Angelou recites her poem “Phenomenal woman” | SuperSoul Sunday | OWN [Video]. YouTube. https://www.youtube.com/watch?v=VeFfhH83_RE&t=61s
    [Google Scholar]
  47. Paris D. (2012) Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
    [Google Scholar]
  48. Reyes K. B., & Curry Rodríguez J. E. (2012) Testimonio: Origins, terms, and resources. Equity & Excellence in Education, 45(3), 525–538. https://doi.org/10.1080/10665684.2012.698571
    [Google Scholar]
  49. Rodríguez E., & Cervantes-Soon C. G. (2020) The schooling of young empowered Latinas/Mexicanas navigating unequal spaces. In Papa R. (Ed.), Handbook on promoting social justice in education (pp. 2107–2133). Springer. https://doi.org/10.1007/9783-030-146-252_104
    [Google Scholar]
  50. Romero L. (n.d.) De donde yo soy. Pulitzer Center. https://pulitzercenter.org/sites/default/files/2021-06/De%20Donde%20 Yo%20Soy.pdf
    [Google Scholar]
  51. Rossetti C. [@carolrossettidesign] (n.d.) Posts [Instagram profile]. Instagram. https://www.instagram.com/carolrossettidesign/?hl=en
    [Google Scholar]
  52. Saldaña J. (2016) The coding manual for qualitative researchers (3rd ed.). Sage.
    [Google Scholar]
  53. Sánchez P. (2009) “In between Oprah and Cristina”: Urban Latina youth producing a countertext with participatory action research. Social Justice, 36(4), 54–68.
    [Google Scholar]
  54. Serros M. M. (1998) Chicana falsa: And other stories of death, identity, and Oxnard. Riverhead Books.
    [Google Scholar]
  55. Tejero Hughes M., Hovland J., De La Luz Soria M., & Van Acker E. (2016) Engaging adolescent Latinas through literature. American Reading Forum Annual Yearbook, 36. https://www.americanreadingforum.org/_files/ugd/c10ff9_41d3c60f5bed4b1589bf840ebc403fe6.pdf
    [Google Scholar]
  56. Twitter (2017, July 13). #SheInspiresMe: Denice Frohman sets the stage [Video]. YouTube. https://www.youtube.com/watch?v=7V7TXJdI8-Y
    [Google Scholar]
  57. Villenas S. A. (2005) Latina literacies in convivencia: Communal spaces of teaching and learning. Anthropology & Education Quarterly, 36(3), 273–277.
    [Google Scholar]
  58. Warren M., & Glenn H. (2017, October 20). The day a Texas school held a funeral for the Spanish language. NPR. https://www.npr.org/2017/10/20/558739863/the-day-a-texas-school-held-a-funeral-for-the-spanish-language
    [Google Scholar]
  59. Winn M. T. (2012) The politics of desire and possibility in urban playwriting: (Re)Reading and (re)writing the script. Pedagogies: An International Journal, 7(4), 317–332. https://doi.org/10.1080/1554480X.2012.715737
    [Google Scholar]
  60. Wissman K. K. (2011) “Rise up!”: Literacies, lived experiences, and identities within an in-school “other space.” Research in the Teaching of English, 45(4), 405–438.
    [Google Scholar]
  61. Write about Now (2014, October 17). Zachary Caballero—“When you say my name” @WANPOETRY [Video]. YouTube. https://www.youtube.com/watch?v=ST3LBmJt3nM
    [Google Scholar]
  62. Write about Now (2017, May 5). Anacristina—“On being bilingual” @WANPOETRY (UNOFFICIAL WOWPS CYPHER 2017) [Video]. YouTube. https://www.youtube.com/watch?v=i-tdWCFtujI
    [Google Scholar]
  63. Yosso T. J. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/rte202332471
Loading
/content/journals/10.58680/rte202332471
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error