Juan A. Ríos Vega – författare

Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers’ low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students’ community cultural wealth as a fundamental element for these students’ academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.

Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers’ low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students’ community cultural wealth as a fundamental element for these students’ academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.

This book represents an ethnographic study of the experiences and counternarratives of twelve Latinx young adults. All of the participants in this study are first generation immigrants to the United States, representing different cultural and socioeconomic backgrounds and immigration statuses. Drawing from Latino Critical Theory (LatCrit) and Queers of Color Epistemologies as a theoretical framework, this book analyzes the personal experiences of Latinx during and after finishing high school. This book uses a classroom project (dialogue journals) to reconnect with twelve former English language learners (ELLs) from the Southeast after ten years. Through the use of dialogue journals as an English as a second language (ESL) strategy to support writing, the participants in this book document personal and communal experiences as Latinx immigrants in the United States. This book will represent an excellent asset for teachers, school administrators, counselors, staff, preservice teachers, practicing educators, graduate students, scholars, and policymakers.

This book represents an ethnographic study of the experiences and counternarratives of twelve Latinx young adults. All of the participants in this study are first generation immigrants to the United States, representing different cultural and socioeconomic backgrounds and immigration statuses. Drawing from Latino Critical Theory (LatCrit) and Queers of Color Epistemologies as a theoretical framework, this book analyzes the personal experiences of Latinx during and after finishing high school. This book uses a classroom project (dialogue journals) to reconnect with twelve former English language learners (ELLs) from the Southeast after ten years. Through the use of dialogue journals as an English as a second language (ESL) strategy to support writing, the participants in this book document personal and communal experiences as Latinx immigrants in the United States. This book will represent an excellent asset for teachers, school administrators, counselors, staff, preservice teachers, practicing educators, graduate students, scholars, and policymakers.

Today, more than ever, there is an urgency to document the experiences of minoritized communities in education across the United States. The education scholars featured in this book use LatCrit as a theoretical framework to critically question structures, curricula, and practices that affect the Latinx communities. We call for a deeper discussion around how issues of race and immigration experienced by people of color have increased a racist nativism in recent years. This edited collection brings together these different and diverse perspectives relevant to educational issues experienced by the Latinx communities, especially in Higher Education.

There is an urgency to document the experiences of minoritized communities in education in today’s United States. Latinx students and their families are experiencing multiple social and federal policies and practices that shape education and well-being.This edited volume explores how LatCrit as a theoretical framework has been used to analyze and document the experiences of Latinx students in K-12 education in the United States. Through diverse perspectives of education scholars, this volume critically questions structures, curricula, and practices. We re-examine how issues of race, ethnicity, class, gender and sexuality have intersected historical systems of oppression shaping the educational experiences in communities.

Panama has been considered one of the most developed countries in Latin America. With high skylines and a modern metro system, this Central American country hides a true reality when we explore it in a deeper level. Like many other marginalized groups, LGBT communities in Panama have been invisible and ignored by the State. Incidents related to homophobia, transphobia, and hate crime have been taken for granted for many years. Instead, LGBT individuals have been blamed for behaving against social and sometimes religious norms. This book answers the researcher’s questions: (1) How can I use my transnational mariposa consciousness to document my lived experiences as a maricón in Panama? (2) What does it mean to be a gay man in Panama nowadays? (3) How do trans women’s experiences with a hostile society shape their everyday existence?