NCTE / CCCC Latinx Caucus Bibliography

cccclatinxcaucus

NCTE / CCCC Latinx Caucus Bibliography

LATINX CAUCUS BIBLIOGRAPHY

Last updated June 22, 2020

Alvarez, Nancy. “On Letting the Brown Bodies Speak (and Write)” in Out in the Center: Public

Controversies and Private Struggles, Ed. Harry Denny. Logan, UT: USU Press (forthcoming

2018)

Alvarez, Nancy. “On Longing and Belonging: Latinas in the Writing Center” in Bordered Writers:

Lessons Learned at Hispanic-Serving Institution, Eds. Isabel Baca, Yndalecio Isaac Hinojosa, and

Susan Wolff Murphy. Albany, NY: SUNY (forthcoming 2018)

Alvarez, Nancy, et al. “Agency, Liberation and Intersectionality Among Latina Scholars: Narratives

From a Cross-Institutional Writing Collective.” Praxis: A Writing Center Journal, vol. 14, no. 1,

2016, pp. 9–14.

Alvarez, Sara P. “Multilingual Writers in College Contexts.” Journal of Adolescent & Adult

Literacy, vol. 62, no. 3, 2018, pp. 342-345.

Alvarez, Sara P. “Composition Rhetoric’s Translingual Turn: Multilingual Approaches

to Writing.” Rev. of Reworking English in Rhetoric and Composition: Global Interrogations, Local

Interventions, Eds. Bruce Horner and Karen Kopelson. Internationals Journal of the Sociology of

Language vol. 241, no. 1, 2016.

Alvarez, Sara P. et al. “On Multimodal Composing.” Kairos: A Journal of Rhetoric, Technology, and

Pedagogy, vol. 21, no. 2, 2017, digital.

Alvarez, Sara P., Suresh Canagarajah, Eunjeong Lee, Jerry Won Lee, and Shakil Rabbi. “Translingual

Practice, Ethnic Identities, and Voice in Writing.” In Crossing Divides: Exploring Translingual

Writing Pedagogies and Programs. Eds. Bruce Horner and Laura Tetreault, 2017, pp. 31—47.

Alvarez, Sara P., and Steven Alvarez. “Transnational and Transmodal Community Alliances:

Southern Latinx Students Digital and Culturally Sustaining Practices.” In Community Action for

Social Change: A Digital Archive. Eds. Victor del Hierro, Isabel Baca, and Laura Gonzales,

Parlor Press, (forthcoming).

Alvarez, Steven. “Arguing Academic Merit: Meritocracy and the Rhetoric of the Personal

Statement.”Journal of Basic Writing 31.2 (2012): 32-56.

Alvarez, Steven. “Bad Ideas About Writing: Official American English is Best.” Bad Ideas About

Writing. D. Loewe & C. Ball (Eds.). Morgantown, WV: Digital Publishing Institute (2017).

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Alvarez, Steven. “Brokering Literacies: Child Language Brokering in Mexican Immigrant Families.”

Community Literacy Journal (2017).

Alvarez, Steven. “Brokering the Immigrant Bargain: Second-Generation Immigrant Youth

Negotiating Transnational Orientations to Literacy.” Literacy in Composition Studies (2015).

Alvarez, Steven. Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies. New

York: State U of NY Press, 2017.

Alvarez, Steven. Community Literacies en Confianza: Learning from Bilingual After-School Programs.

National Council of Teachers of English, 2017.

Alvarez, Steven. “Language Brokering in Practice: Linguistic Power, Biliteracy Events, and Family

Life.”Readings in Language Studies. Eds. Paul Miller Chamness, John Louis Watzke, and Miguel

Mantero. Vol. 3. Grandville, MI: International Society of Language Studies, 2012. 151-173.

Alvarez, Steven. “Latinx and Latin American Community Literacy Practices en Confianza.”

Composition Studies (2017).

Alvarez, Steven. “Literacy.” Decolonizing Rhetoric and Composition Studies: New Latina/o Keywords for

Theory and Pedagogy. I. Ruiz & R. Sanchez (Eds.). New York: Palgrave Macmillan (2016).

Alvarez, Steven. “Practicing Confianza: Engaged Community Literacy Learning Research in

Mexington, Kentucky.” Writing for Engagement. M. Sheridan, M. Bardolph, M. Hartline, & D.

Holladay (Eds.). Lexington Press (2018).

Alvarez, Steven. “Taco Literacies: Ethnography, Foodways, and Emotions through Mexican Food

Writing.” Composition Forum (2016).

Alvarez, Steven. “Taco Literacy: Public Advocacy and Mexican Food in the U.S. South Course

Design.” Composition Studies (2017).

Alvarez, Steven. “Translanguaging Tareas: Emergent Bilingual Youth Language Brokering

Homework in Immigrant Families.” Language Arts 91.5 (2014): 326-339.

Alvarez, Steven, and Sara P. Alvarez. “La Biblioteca es Importante”: A Case Study of an Emergent

Bilingual Public Library in the Nuevo U.S. South.” Pedagogies of Resistance and Self-Determination.

Spec. issue of Equity and Excellence in Education. vol. 49, no. 4, 2016, pp. 403—413.

Arellano, Sonia. “A Maker Project: Writing about Material Culture.” Blog Carnival 8. Digital Rhetoric

Collaborative. 24 March 2016.

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Arellano, Sonia and Iris Ruíz. “La Cultura Nos Cura: Reclaiming Decolonial Epistemologies

through Medicinal History and Quilting as Method.” Rhetorics Elsewhere and Otherwise: Contested

Modernities, Decolonial Visions. Romeo García and Damián Baca, eds. CCCC Studies in

Writing & Rhetoric, 2019. 141-168.

Baca, Damián and Romeo García, eds. Rhetorics Elsewhere and Otherwise: Contested Modernities, Decolonial

Visions. CCCC Studies in Writing & Rhetoric, 2019.

Baca, Damián. “Writing the Digital Codex: Non/Alphabetic, De/Colonial, Network/ed.” Digital

Afterlives: Futures of Indigenous Archives. Eds. Ivy Schweitzer and Gordon Henry. Dartmouth

College Press (forthcoming, 2019).

Baca, Damián, Ellen Cushman, and Jonathan Osbourne, eds. Landmark Essays on Rhetorics of

Difference. New York: Routledge, 2018.

Baca, Damián and Victor Villanueva, eds. Rhetorics of the Americas: 3114 BCE to 2012 CE

(Studies of the Americas Series). New York: Palgrave Macmillan, 2010.

Baca, Damián. Mestiz@ Scripts, Digital Migrations, and the Territories of Writing (New

Concepts in Latino American Cultures Series). New York: Palgrave Macmillan, 2008.

Baca, Damián. “Rethinking Composition, 500 Years Later.” Special Edition on Working English in

Rhetoric and Composition: Global-Local Contexts, Commitments, Consequences. JAC

29:1/2 (2009): 229-242.

Baca, Damián and Iris Ruiz. “Decolonial Options and Writing Studies.” Composition Studies 45.2

(2017): 226-229.

Baca, Damián. “The Chicano Codex: Writing against Historical and Pedagogical Colonization.”

Special Edition in Writing, Rhetoric, and Latinidad. College English 71:6 July (2009): 564-583.

Baca, Damián. “te-ixtli: the ‘Other Face’ of the Américas.” Rhetorics of the Americas: 3114 BCE to

2012 CE. Eds. Damián Baca and Victor Villanueva. New York: Palgrave Macmillan, 2010,

pp. 1-20.

Baca, Damián. “Rhetoric, Interrupted: La Malinche and Nepantlisma.” Rhetorics of the Americas: 3114

BCE to 2012 CE. Eds. Damián Baca and Victor Villanueva. New York: Palgrave Macmillan,

2010, pp. 197-216.

Baca, Damián and Victor Villanueva, eds. Special Edition in Writing, Rhetoric, and Latinidad.

College English 71:6 July (2009).

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Baca, Isabel, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy, eds. Bordered Writers: Lessons

Learned at Hispanic-Serving Institutions. Albany, NY: SUNY (forthcoming 2018).

Baca, Isabel. “English, Espanõl, or los Dos.” In Bordered Writers: Lessons Learned at Hispanic-Serving

Institutions. Eds. Isabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy. Albany,

NY: SUNY (forthcoming 2018).

Baca, Isabel. “The Value of Internships in a College Education.” In High Impact Practices in

Community Settings: Strategies for Student Success in Higher Education. Eds. Guillermina Gina

Nunez-Mchiri and Azuri L. Gonzalez. Kendall Hunt Publishing. (forthcoming 2018).

Baca, Isabel. “The Writing Classroom Meets Community Literacy Needs.” In Community Engagement

Best Practices across the Disciplines. Ed. Heather Evans. Rowman & Littlefield, 2017.

Baca, Isabel. “Finding the Right Partners for Service-Learning Courses.” Service-Learning and Civic

Engagement: A Sourcebook. Eds. Omobolade Delano-Oriaran, Marguerite Parks, and Suzanne

Fondrie. Los Angeles, CA: SAGE, 2015. 155-164.

Baca, Isabel, ed. Service-learning and Writing: Paving the Way for Literacy(ies)through

Community Engagement. Leiden, The Netherlands and Boston, MA: BRILL

Publishers, 2012.

Baca, Isabel and Juan Arturo Muro. “The Hook-Up: College Writers and Nonprofits Building

Relationships.” In Adding to the Conversation on Service-Learning in Composition: Taking a Closer

Look. Ed. Susan Garza. Fountainhead Press, 2013. 41-65.

Baca, Isabel, ed. Borders. Fountainhead Press, 2011.

Baca, Isabel and Kirklighter, Cristina. “Editors’ Introduction.” Reflections: Public Rhetoric, Civic

Writing, and Service Learning. 13.1 (Fall 2013, Special Issue): 1-12.

Baca, Isabel and Kirklighter, Cristina. “Interview with Roseann Dueñas Gonzalez.”

Reflections: Public Rhetoric, Civic Writing, and Service Learning. 13.1 (Fall 2013, Special Issue): 13-

51.

Baca, Isabel. “Una Mujer Partida.” Reflections: Public Rhetoric, Civic Writing, and Service Learning. 13.1

(Fall 2013, Special Issue): 100-101.

Baca, Isabel and Owens, Joana. “Editors’ Introduction: Opening the Doors to Service-

Learning in the Humanities.” Interdisciplinary Humanities 29.3 (Fall 2012, Special Issue): 3-7.

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Baca, Isabel. “Exploring Diversity, Borders, and Student Identities: A Bilingual

Service-Learning Workplace Writing Approach.” Reflections: Public Rhetoric,

Civic Writing, and Service Learning 6.1 (2007): 139-149.

Baca, Isabel and Fredericksen, Elaine. “Bilingual Students in the Composition Classroom: Paving

the Way to Biliteracy.” Open Words: Access and English Studies 2.2 (2008): 24-42.

Baca, Isabel. “It’s All in the Attitude—the Language Attitude.” Teaching Writing with Latino/a

Students: Lessons Learned at Hispanic Serving Institutions. Eds. Cristina Kirklighter et al. New

York: SUNY Press, 2007. 145-168.

Baca, Isabel, Gonzales, Laura, and Del Hierro, Victor. “Editors’ Introduction: Community

Resistance, Justice, and Sustainability in the Face of Political Adversity.” Reflections: A Journal

of Public Rhetoric, Civic Writing, and Service Learning. Special Issue, Digital, (forthcoming fall

2017).

Baird, Pauline. Wah Dih Story Seh? Globuntu Books. February, 2018.

Baird, Pauline. "From the Caribbean to the Pacific: A Writing Teacher's Odyssey with

Technologies." Micronesian Educator. Forthcoming, 2018.

Baird, Pauline. Survivance, Sovereignty, Story: Teaching American Indian Rhetorics by Lisa King, Rose

Gubele, and Joyce Rain Anderson. Micronesian Educator. Forthcoming 2018.

Baird, Pauline. Conversations with Toni Cade Bambara, ed. by Thabiti Lewis. Calalloo. Johns

Hopkins University Press. 38.1. Winter, 2015.

Adams, L., Blair, K, Nickoson, L., Schaffer, Baird, P., M., Beck, E., Conway, A., Adams, M.,

“Crossing divides: Writing Practices in Contemporary Graduate Education.” In Marilee

Brookes-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, Trixie G. Smith, and

Shari J. Wolke (Eds.). Graduate writing across the disciplines: Identifying, Teaching, and Supporting.

WAC Clearinghouse. Forthcoming.

Baird, Pauline. “Making College Writing Fun for the ESL and EFL Learner Using Kamishibai.”

Iteslj. 2011.

Baird, Pauline. “Goal – setting: A Performance and Consciousness Booster”.

KIT Progress, Japan. 2009.

Baird, Pauline. “Just in Time Teaching: Communicating and Learning.” JALT Conference

Proceedings, Japan. 2007.

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Baird, Pauline. “Tools to Reach the Student in the Corner.” JALT Conference Proceedings, Japan.

2005

Caraballo, L. & Gerwin, D. (2019). For whom accountability tolls: (Re)visioning the role of pilots &

research in teacher education policy. In Eds. Julie Gorlewski and Eve Tuck, Who decides who

becomes a teacher? Schools of education as sites of resistance, (pp. xx-xx). New York, New York:

Routledge.

Caraballo, L. & Lyiscott, J.J. (2018). Collaborative inquiry: Youth, social action, and critical

qualitative research. Action Research, 1-18. Online First.

Lyiscott, J.J., Caraballo, L. & Morrell, E. (2018). An anticolonial framework for urban teacher

preparation. The New Educator. Online First.

Caraballo, L. (2018). Multiple literacies as culturally sustaining pedagogy in English language arts. In

Arthur T. Costigan, An authentic English language arts curriculum: Finding your way in a standardsdriven

context (pp. 156-183). New York, New York: Routledge/Taylor & Francis.

Caraballo, L., Lozenski, B., Lyiscott, J., & Morrell, E. (2017). YPAR and critical epistemologies:

Rethinking education research. Review of Research in Education, 41(1), 311-336.

doi:10.3102/0091732X16686948

Caraballo, L. (2017, July). Border-crossing Chespirito: El Chavo del 8 meets Pepito in exile. In D.

Friedrich & E. Colmenares, Eds., “Fue sin querer queriendo”: Resonances of El Chavo del 8 in Latin

American Childhood, Schooling, and Societies (pp. 87-110). London, United Kingdom: Bloomsbury

Academic.

Caraballo, L. & Souto-Manning, M. (2017). Introduction to Special Issue: Co-Constructing identities,

literacies, and contexts: Sustaining critical meta-awareness with/in urban communities. Urban

Education, 52(5).

Caraballo, L. & Rahman, E. (2016). Visible teaching, (in)visible teacher: An educator’s journey as a

Muslim woman. English Journal, 106(2), 47–53.

Caraballo, L. (2016). Multiple identities and literacies in a figured world of achievement: Toward a

framework for culturally sustaining curriculum and pedagogy. Urban Education, 52(5).

Carvajal Regidor, María P. Forging a path: Felipe de Ortego y Gasca. In García, Romeo, Ruiz, Iris,

Hernández, Anita, & Carvajal Regidor, María (Eds.), Viva Nuestro Caucus: Rewriting the

Forgotten Pages of our Caucus (pp. 46-61). South Carolina: Parlor Press, 2019.

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Gurl, T., Caraballo, L., Grey, L., Gunn, J., Gerwin, D. & Bembenutty, H. (2016). Performance

assessment, policy, privatization, and professionalization: Affordances and constraints for

teacher education programs. Rotterdam, The Netherlands: Springer.

Caraballo, L. (2014). The Student as Assemblage of Success: Constructing Multiple Identities amidst

Classed, Gendered, and Raced Discourses of Achievement. Curriculum and Teaching Dialogue,

16(1-2), 103-123.

Caraballo, L. & Hill, M. (2014). Curriculum-in-Action: Cultivating Literacy, Community, and

Creativity in Urban Contexts. English Leadership Quarterly, 37(1), 5-11.

Caraballo, L. (2014). “Where I'm from is a place divided”: Negotiating multiple selves in academia

and beyond. Polymath: An Interdisciplinary Arts and Sciences Journal, 4(2),10-15.

Caraballo, L. (2012). Identities-in-practice in a figured world of achievement: Toward curriculum

and pedagogies of hope. Journal of Curriculum Theorizing, 28(2), 43-59.

Caraballo, L. (2011). Theorizing Identities in a “just(ly)” contested terrain: Practice theories of

identity amid critical-poststructural debates on achievement and curriculum. Journal of

Curriculum & Pedagogy, 8(2), 155-177.

Caraballo, L. (2009). Interest convergence in intergroup education and beyond: Rethinking agendas

in multicultural education. International Journal of Multicultural Education, 11(1), 1-15.

Carter, R.T., Oyler, C. J., McIntosh-Allen, K., Schlessinger, S., & Caraballo, L. (2014). First steps in

understanding diversity climates in educational institutions. Teachers College Record. Published:

May 23, 2014. http://www.tcrecord.org, ID Number: 17546.

Cárdenas de Dwyer, Carlota, and Hayden, Robert. (1979). United States in Literature: Grade Eleven.

Glenview, IL: Scott Foresman.

Cedillo, Christina V., and Phil Bratta. “Relating Our Experiences: The Practice of Positionality

Stories in Student-Centered Pedagogy.” College Composition and Communication. (forthcoming)

Cedillo, Christina V. “What Does It Mean to Move?: Race, Disability, and Critical Embodiment

Pedagogy.” Composition Forum 39 (2018). http://compositionforum.com/issue/39/tomove.php

Cedillo, Christina V., Victor Del Hierro, Candace Epps-Robertson, Lisa Michelle King, Jessie Male,

Staci Perryman-Clark, Andrea Riley-Mukavetz, and Amy Vidali. “Listening to Stories:

Practicing Cultural Rhetorics Pedagogy.” Pedagogy blog, constellations: A Cultural Rhetorics

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Publishing Space 1, 2018, http://constell8cr.com/issue-1/listening-to-stories-practicing-culturalrhetorics-pedagogy/.

---. “Diversity, Technology, and Composition: Honoring Students’ Multimodal Home Places.”

Present Tense: A Journal of Rhetoric in Society 6.2 (Spring 2017).

---, with M. Melissa Elston. “From the Editors: The Critique of Everyday Life: Or, Why We

Decided to Start a New Multimodal Rhetorics Journal.” Journal of Multimodal Rhetorics 1.1

(Winter 2016/7).

---. “Habitual Gender: Rhetorical Androgyny in Franciscan Texts.” Journal of Feminist Studies in

Religion 31.1 (Spring 2015). Awarded the second-place Elisabeth Schüssler Fiorenza New

Scholar Award for 2014.

---. “Provocation: Torture as an Embodied Rhetoric.” Argumentation and Advocacy: The Journal of the

American Forensic Association 50.4 (Spring 2014).

---. “Blood in the Borderlands: Embodied Rhetorics of Peripheralization and Resistance.” Hands Up

Don’t Shoot. (forthcoming)

---. “Bodies and Bees: Rhetorics of Non-/Human Embodiment in Anti-Pesticide Campaign

Images.” Screening the Non/human: Animal Representations in Visual Media, 2016.

---. “Horror under the Radar: Memory, Revelation, and the Ghosts of Below.” Horrors of War: The

Living, the Undead, and the Battlefield, 2015.

---. “Vampires and Vermin: The Ambivalence of Historical and Generic Revision of the West(ern)

in Darkwatch.” Undead in the West II: They Just Keep Coming, 2013.

Chaves, Maria. “An Offering on the Altar of History: Amelia Mesa-Bains and “Sor Juana's Library,”

Third Woman Press, forthcoming Anthology.

Chaves, Maria P., “Enacting Queer Listening, or When Anzaldúa Laughs.” Sounding Out! The Sound

Studies Blog. 2015

Cortez, José. “Of Exterior and Exception: Latin American Rhetoric, Subalternity, and the Politics of

Cultural Difference.” Philosophy & Rhetoric. (Forthcoming 2017)

Cortez, José. “History.” Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and

Pedagogy. Eds. Iris Ruiz and Raúl Sánchez. New York: Palgrave, 2016.

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de los Ríos, C.V. (2). Bilingual Vine making: Disrupting hegemonic discourses in a secondary

Chicanx/Latinx studies course. Learning, Media and Technology, 43(4), 359-373.

DOI:10.1080/17439884.2018.1498350

de los Ríos, C.V. (2017). Toward a corridista consciousness: Learning from one transnational

youth’s critical reading, writing and performance of Mexican corridos. Reading Research

Quarterly. Advance online publication. doi: 10.1002/rrq.210

de los Ríos, C.V. (2017). Picturing ethnic studies: Photovoice and youth literacies of social action.

Journal of Adolescent & Adult Literacy. Advance online publication. doi: 10.1002/jaal.631

de los Ríos, C.V., & Seltzer, K. (2017). Translanguaging, coloniality and English classrooms: An

exploration of two bicoastal urban classrooms. Research in the Teaching of English, 52(1), 55-

76.

de los Ríos, C.V. (2016). Writing from La Panza!: Exploring monologue literacies with emergent

bilinguals. English Journal, 105(5), 75-80.

de los Ríos, C.V., López, J., & Morrell, E. (2015). Toward a critical pedagogy of race: Ethnic studies

and literacies of power in high school classrooms. Race and Social Problems, 7(1), 84-96.

de los Ríos, C.V. (2013). A curriculum of the borderlands: High school Chicana/o-Latina/o studies

as sitios y lenguas. The Urban Review, (45)1, 58-73.

de los Ríos, C.V., & Ochoa, G.L. (2012). The people united, shall never be divided: Reflections on

collaboration, community, and change. Journal of Latinos and Education, 11(4), 271-279.

DeNicolo, C.P. & Brochin, C. “Critical encounters: Negotiating textual connections and crosscultural

understandings in literature discussion.” 2016 Association of Mexican American Educators

Journal

Romero, G., DeNicolo, C.P., Fradkin, C. “Exploring instructional practices in a Spanish/English

bilingual classroom through sitios y lenguas and testimonio.” 2016 The Urban Review

DeNicolo, C.P. “School within a school”: Examining implementation barriers in a Spanish/English

transitional bilingual education program. 2016 Bilingual Research Journal

DeNicolo, C.P.. Embracing the complexity of language: Bringing all forms of knowledge into the

language arts through Latino Children’s literature. 2016 Multicultural Literature for Latino Bilingual

Children: Their words, their worlds

DeNicolo, C.P. & González, M. Testimoniando in Nepantla: Using Testimonio as a Pedagogical

Tool for Exploring Embodied Literacies and Bilingualism. 2015 Journal of Language and Literacy

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Education

DeNicolo, C.P., González, M., Morales, S., & Romaní, L. Teaching through Testimonio: Bringing

linguistic and cultural wealth into a bilingual classroom. 2015 Journal of Latinos and Education.

DeNicolo, C.P. “¡Fantástico!’ Valuing student knowledge through the morning message. 2014 The

Reading Teacher

DeNicolo, C.P., & García, G.E. Examining policies and practices: Two districts' responses to federal

reforms and their use of language arts assessments with emergent bilinguals (K-3). 2014 63rd

Yearbook of the Literacy Research Association.

DeNicolo, C.P., Yu, M., Crowley, C., Gabel, S. (2017). Reimagining critical care and problematizing

sense of school belonging as a response to inequality for immigrants and children of immigrants.

Review of Research in Education.41, 500-530.

Fránquiz, M.E., Salazar, M. & DeNicolo, C.P. (2011). Challenging majoritarian tales: Portrait of

bilingual teachers deconstructing deficit views of bilingual learners. Bilingual Research Journal, 34(3),

279 -300.

DeNicolo, C.P. (2010). What language counts in literature discussion? Exploring linguistic mediation

in an English language arts classroom.Bilingual Research Journal, 33(2), 220-240.

DeNicolo, C.P. & Fránquiz, M.E. (2006). “Do I have to say it?”: Critical Encounters with

multicultural children’s literature. Language Arts, 84(2), 157-170.

Evia, Carlos. "Structured Authoring without XML: Evaluating Lightweight DITA for Technical

Documentation.” Technical Communication. 2016; in press. (co-authored with Michael Priestley

Evia, Carlos, Sharp, Matthew, and Manuel Perez–Quiñones. Teaching structured authoring and

DITA through rhetorical and computational thinking. IEEE Transactions on Professional

Communication. 2016.

Evia, Carlos, and Ashley Patriarca. Beyond compliance: Participatory translation of safety

communication for Latino construction workers. Journal of Business and Technical

Communication. 2012; 26(3): 340-367.

Evia, Carlos. Localizing and designing computer-based safety training solutions for Hispanic

construction workers. Journal of Construction Engineering and Management. 2011; 137(6): 452-459.

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Garcia, Christine. “Finding Anzaldúa: A Testimonio.” Bordered Writers: Latinx Identities and Literacy

Practices at Hispanic-Serving Institutions. Eds. Isabel Baca, Isaac Hinojosa, & Susan Wolff

Murphy. SUNY Press (2019).

Garcia, Christine. “In Defense of Latinx.” Composition Studies 45.2 (2017): 210-211.

Garcia, Christine. “In Defense of Latinx” Reprint in Gendered Voices, Feminist Visions: Classic and

Contemporary Readings. Eds Susan Shaw and Janet Lee. Oxford UP (2019).

Garcia, Christine. “The Chingona Interviews.” Latina Leadership: Language and Literacy Education Across

Communities. Eds. Laura Gonzalez and Michelle Hall Kells. Syracuse Press (2020).

Forthcoming.

García, Romeo and Damián Baca, eds. Rhetorics Elsewhere and Otherwise: Contested

Modernities, Decolonial Visions. CCCC Studies in Writing & Rhetoric (forthcoming,

2019).

García, Romeo, Kate Navickas and Adela Licona. Introduction. The Best of the Independent Rhetoric and

Composition Journals 2015. Parlor Press, 2017.

García, Romeo. “Unmaking Gringo-Centers.” The Writing Center Journal, vol. 36, no. 1, 2017, pp. 29-

60.

García, Romeo. “On the Cusp of Invisibility: Opportunities and Possibilities of Literacy

Narratives.” Open Words by Pearson, 2017.

García, Romeo. Book Review of Tropic Tendencies: Rhetoric, Popular Culture, and the Anglophone

Caribbean. Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning, vol. 17, no. 1,

2017, pp. 199-205. (book review)

García, Romeo. Book Review of Reclaiming Poch@ Pop: Examining the Rhetoric of Cultural Deficiency.

Rhetoric Society Quarterly, vol. 45, no. 4, 2015, pp. 387-391. (book review)

García, Romeo. Book Review of Refiguring Rhetorical Education: Women Teaching African American,

Native American, and Chicano/a Students, 1865-1911. Enculturation: A Journal of Rhetoric, Writing,

and Culture, vol. 20, 2015, np. (book review)

Garcia de Mueller, Genevieve. “Digital Dreams: The Rhetorical Power of Online Resources for

DREAM Act Activists.” Linguistically Diverse Immigrant and Resident Writers. Eds Todd Ruecker

and Christine Ortmeier-Hooper. Routledge, 2016.

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Hendrickson, Brian, and Genevieve Garcia de Mueller. “Inviting Students to Determine for

Themselves What It Means to Write Across the Disciplines.” The WAC Journal. vol. 27, 2016,

74-93.

Gonzales, Laura and Baca, Isabel. “Developing Culturally and Linguistically Diverse Online

Technical Communication Programs: Emerging Frameworks at the University of Texas at El

Paso.” Technical Communication Quarterly. 26.3 (Fall 2017, Special Issue): 273-286.

Gonzales, Laura. (2015). Multimodality, Translingualism, and Rhetorical Genre Studies. Composition

Forum (Vol. 31).

Gonzales, Laura, & Zantjer, R. (2015). Translation as a User-Localization Practice. Technical

Communication, 62(4), 271-284.

Blythe, S., & Gonzales, Laura. (2016). Coordination and Transfer across the Metagenre of Secondary

Research. College Composition and Communication, 67(4), 607.

González, Roseann Dueñas, Ed. (2001). Language Ideologies: Critical Perspectives on the Official English

Movement, vol. 2: History, Theory, and Policy. Urbana, IL: National Council of Teachers of

English.

Severino, Carol, Juan C. Guerra & Johnnella E. Butler, Eds. Writing in Multicultural Settings. New

York: MLA 1997.

Guerra, Juan C. Close to Home: Oral and Literate Practices in a Transnational Mexicano

Community. New York: Teachers College Press, 1998.

Guerra, Juan C. Language, Culture, Identity and Citizenship in College Classrooms and

Communities. New York: Routledge/NCTE, 2016.

Guerra, Juan C. "The Role of Ethnography in the Reconceptualization of Literacy." The Quarterly

Newsletter of the Laboratory of Comparative Human Cognition 13.1 (1991): 3-9.

Marcia Farr & Juan C. Guerra. "Literacy in the Community: A Study of Mexicano Families in

Chicago." Discourse Processes 19.1 (1995): 7-19.

Guerra, Juan C. "'It is as if My Story Repeats Its Self: Life, Language, and Literacy in a Chicago

Comunidad.” Education and Urban Society 29.1 (1996): 35-53.

Guerra, Juan C. "The Place of Intercultural Literacy in the Writing Classroom." Writing in

Multicultural Settings. Eds. Carol Severino, Juan

C. Guerra, and Johnnella E. Butler, New York: MLA, 1997. 248-60.

12


Guerra, Juan C & Marcia Farr. "Writing on the Margins: The Spiritual and Autobiographical

Discourse of Two Mexicanas in Chicago." School's Out!: Literacy at Home, at Work, and in

the Community. Eds. Glynda Hall & Katherine Schultz, New York: Teachers College Press,

2002. 96-123.

Guerra, Juan C. “Emerging Representations, Situated Literacies, and the Practice of Transcultural

Repositioning.” Latino/a Discourses: On Language, Identity and Literacy Education. Eds.

Michelle Hall Kells, Valerie Balester, and Victor Villanueva. Heinemann, 2004. 7-23.

Guerra, Juan C. "Putting Literacy in Its Place: Nomadic Consciousness and the Practice of

Transcultural Repositioning.” Rebellious Readings: The Dynamics of Chicana/o Literacy.

Ed. Carl Gutierrez-Jones. Center for Chicana/o Studies: University of California at Santa

Barbara, 2004. 19-37.

Guerra, Juan C. & Anis Bawarshi. “Managing Transitions: Re-Orienting Perceptions in a Practicum

Course.” Don’t Call It That: The Composition Practicum. Ed. Sidney Dobrin. Urbana,

Illinois: NCTE Press, 2005. 43-66.

Guerra, Juan C. “Out of the Valley: Transcultural Repositioning as a Rhetorical Practice in

Ethnographic Research and Other Aspects of Everyday Life,” Identity, Agency, and Power:

New Directions in Sociocultural Research on Literacy. Eds. Cynthia Lewis, Elizabeth Moje,

Patricia Enciso, Mahwah, NJ: Lawrence Erlbaum, 2007. 137-162.

Guerra, Juan C. “Cultivating Transcultural Citizenship: A Writing Across Communities Model.”

Language Arts 85.4 (March 2008): 296-04.

Guerra, Juan C. "Putting Literacy in Its Place: Nomadic Consciousness and the Practice of

Transcultural Repositioning.” The Norton Book of Composition Studies. Ed. Susan Miller.

New York: W. W. Norton & Co., 2009. 1643-1653. [Reprinted]

Guerra, Juan C. “Literacy Practices in Minority Families and Communities.” Encyclopedia of

Diversity in Education. Ed. James A. Banks. Thousand Oaks, CA: Sage, 2012. 1413-16.

Guerra, Juan C. “From Code-Segregation to Code-Switching to Code-Meshing: Finding Deliverance

from Deficit Thinking through Language Awareness and Performance.” 61st Yearbook of

the Literacy Research Association. Eds. Pamela J. Dunston and Susan King Fullerton. Oak

Creek, WI: Literacy Research Association, 2012. 108-118.

María Teresa de la Piedra & Juan C. Guerra. “The Literacy Practices of Transfronterizos in a

Multilingual World.” “Special Issue – Crossing Borders: Literacy Practices along the US-

Mexico Border.” Eds. María Teresa de la Piedra & Juan C. Guerra. International Journal of

Bilingual Education and Bilingualism 15.6 (2012): 1-8.

13


Maria Teresa de la Piedra & Juan C. Guerra, Eds. “Special Issue - Crossing Borders: Literacy

Practices along the US-Mexico Border.” International Journal of Bilingual Education and

Bilingualism 15.6 (November 2012).

Guerra, Juan C. “Cultivating Transcultural Citizenship in a Discursive Democracy.” Texts of

Consequence: Composing Social Activism for the Classroom and Community. Eds.

Christopher Wilkey and Nick Mauriello. Cresskill, NJ: Hampton Press, 2013. 83-115.

Guerra, Juan C. “Invoking Modalities of Memory in the Writing Classroom.” Time and Space in

Literacy Research. Eds. Catherine Compton-Lilly & Erica Halverson. New York: Routledge,

2014. 33-46.

Guerra, Juan C. “Enacting Institutional Change: The Work of Literacy Insurgents in the Academy

and Beyond.” Journal of Advanced Composition 34.1-2 (2014): 71-95.

Guerra, Juan C. “Trans-ing Our Way through Matter and Meaning.” “Special Issue – The

Transnational Movement of People and Information.” Eds. Rebecca Lorimer Leonard, Kate

Vieira & Morris Young. Literacy in Composition Studies 3.3 (October 2015): 131-133.

Guerra, Juan C. “Cultivating a Rhetorical Sensibility in the Translingual Writing Classroom.”

“Special Issue – Symposium on Translingualism.” Eds. Anis Bawarshi, Juan C. Guerra,

Bruce Horner & Min-Zhan Lu. College English 78.3 (January 2016): 228-233.

Bawarshi, Anis, Juan C. Guerra, Bruce Horner, & Min-Zhan Lu, Eds. “Special Issue – Translingual

Work in Composition. College English 78.3 (January 2016).

Guerra, Juan C. & Ann Shivers-McNair. “Toward a New Vocabulary of Motive: Re(con)figuring

Entanglement in a Translingual World.” Crossing Divides: Exploring Translingual Writing

Pedagogies and Programs. Eds. Bruce Horner & Laura Tetreault. Logan, UT: Utah State UP,

2017. 19-30.

Guerra, Juan C. “Foreword.” Michelle Hall Kells. Vicente Ximenes, LBJ’s Great Society, and

Mexican American Civil Rights Rhetoric. Carbondale, IL: SIUP, 2018. Ix-xiv.

Paris, D. & Gutierrez, L. (2017). Youth Language in Educational Policy and Practice. In McCarty, T.

& May, S. (Eds.) Language Policy and Political Issues in Education. Encyclopedia of

Language and Education (3rd Edition). New York: Springer Reference.

Gutierrez, L. (In Preparation). “Say My Name! They Need to Know Who I Am!”: Survivance as

Advocacy Amongst Latina/o Migrant Farmworkers. Will be submitted for review to the

Journal of Language, Identity and Education in Summer 2017.

Paris, D., & Gutiérrez, L. (2017). Youth Language in Education. In T. McCarty & S. May (Eds.),

Language Policy and Political Issues in Education (pp. 1–12). Springer International

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Publishing. Retrieved from http://link.springer.com/referenceworkentry/10.1007/978-3-

319-02320-5_23-1.

Stansbrough, R.J., Roberts, T., Gibbs Grey, T., Gutiérrez, L., (2017, August 29). “Words with

friends”: Creating collaborative writing spaces for women of color [Blog post]. National

Council of Teachers of English. Retrieved from http://blogs.ncte.org/?p=7309

Hernández, Anita., Montelongo, José, Herter, Roberta. Crossing linguistic borders in the classroom:

Moving beyond English-only to tap rich linguistic resources. In Barbara Couture & Patricia

Wojahn (Eds.), Crossing Borders, Drawing Boundaries: The Rhetoric of Lines Across America. Logan,

UT: University Utah Press, (2016) pp. 93-110.

Hidalgo, Alexandra. Cámara Retórica: A Feminist Filmmaking Methodology for Rhetoric and Composition. Logan, UT:

Computers and Composition Digital P/Utah State UP, 2017. Web.

Hidalgo, Alexandra. “A Feminist Approach to Social Media” (with Katie Grimes). Kairos: A Journal of Rhetoric,

Technology, and Pedagogy 12.2 (2017). Web.

Hidalgo, Alexandra. “Alto Precio: Love, Loss, and Rebellion in Raising Bilingual Children.” Technoculture: an

Online Journal of Technology in Society 6 (2016). Web.

Hidalgo, Alexandra. “Vanishing Fronteras: A Call for Documentary Filmmaking in Cultural Rhetorics (con la

ayuda de Anzaldúa).” Enculturation: a Journal of Rhetoric, Writing, and Culture 21 (2016). Web.

Hidalgo, Alexandra. Teta (Documentary, 25 minutes, 2017). I tell the story of nursing my youngest son from

birth to weaning him at 22 months.

Hidalgo, Alexandra. William and Santiago Simultaneous (Documentary, 5 minutes, 2016). A look at how

different yet also similar the first year in two brothers’ lives can be.

Hidalgo, Alexandra. Vanishing Borders (Documentary, 90 minutes, 2014). A documentary about four

immigrant women living in New York City and transforming their communities with their work.

Hidalgo, Alexandra. PERFECT: A Conversation with the Venezuelan Middle Class About Female Beauty and

Breast Implants (Documentary, 25 minutes, 2009). Featuring interviews with 13 middle-class Venezuelan

women and men discussing the prevalence of breast implant surgery in their motherland.

Hidalgo, Alexandra. A Visual Argument for Ethnic Studies (Video Essay, 2 minutes, 2016). Featured on Literacy

& NCTE.

Hidalgo, Alexandra. Latin@s Taking Action (Documentary, 5 minutes, 2016). Featured on Literacy & NCTE.

Hidalgo, Alexandra. Lifting as We Climb: The Coalition of Women Scholars in the History of Rhetoric and

Composition 25 Years and Beyond (Doucmentary, 20 minutes, 2014). Published in Peitho.

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Hidalgo, Alexandra. The Underside of Dracula: Community and Masculinity in Pinball (Documentary, 20

minutes, 2013). Published in Itineration.

Hidalgo, Alexandra. #FavWomanFilmmaker Monday Video (Promo Video, 5 minutes, 2015). Featured on

IndieWire, NPR and others.

Hidalgo, Alexandra. Cecilia Rodríguez Milanés Reading Barbie (Documentary, 12 minutes, 2015).

Hidalgo, Alexandra. A Mother’s Cinematic Peregrinations (Video Essay, 5 minutes, 2015). Featured on Raising

Films.

Hidalgo, Alexandra and Kendall Leon. “Rhetoric, Multimedia Technology, and the Service-Learning

Classroom.” Interdisciplinary Humanities (Fall 2012): 41-55. Print.

Hidalgo, Alexandra. “National Identity, Normalization, and Equilibrium: The Rhetoric of Breast

Implants in Venezuela.” Enculturation: a Journal of Rhetoric, Writing and Culture 13 (2012). Web.

Hidalgo, Alexandra. “Group Work and Autonomy: Empowering the Working-Class Student.” Open

Words: Access and English Studies 2.2 (Fall 2008): 3-23. Print.

Hidalgo, Alexandra. “Unstoppable Force: Maternal Power and Feminism in the Harry Potter Series

and its Film Adaptations.” Hermione Granger Saves the World: Essays on the Feminist Heroine of

Hogwarts. Ed. Christopher Bell. Jefferson: McFarland, 2012. 66-86. Print.

Hidalgo, Alexandra. “Bare Life, Bridges, and Nodes: Race in the Twilight Saga and its Film

Adaptations.” Genre, Reception, and Adaptation in the Twilight Series. Ed. Anne Morey. Surrey:

Ashgate, 2012. 79-94. Print.

Hinojosa, Yndalecio Isaac. “Localizing the Body for Practitioners in Writing Studies.” El Mundo

Zurdo 5: Selected Works from the 2015 Meeting of the Society for the Study of Gloria Anzaldúa. Eds.

Domino Renee Perez, Larissa M. Mercado-Lopez, and Sonia Saldívar-Hull. San Francisco,

California: Aunt Lute Books, 2016: 101–110.

Hinojosa, Yndalecio Isaac and Candace de León-Zepeda. “Rhetorical Tools in Chicanx Thought:

Political and Ethnic Inquiry for Composition Classrooms.” Bordered Writers: Latinx Identities

and Literacy Practices at Hispanic–Serving Institutions. Eds. Isabel Baca, Yndalecio Isaac Hinojosa,

and Susan Wolff Murphy. Albany, NY: SUNY, 2019: 77–103.

Hinojosa, Yndalecio Isaac, and Candace de León-Zepeda “Healing Broken Bodies and Cultivating

Hope through Gloria E. Anzaldúa.” Communities in Action: Expanding Academia for Social Justice.

Eds. Isabel Baca,Yndalecio Isaac Hinojosa, and Jasmine Villa. Parlor Press. (Forthcoming

2020)

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Hinojosa, Yndalecio Isaac and Candace Zepeda. “The Coyolxauhqui Imperative in Developing

Comunidad-Situated Writing Curricula at Hispanic-Serving Institutions.” El Mundo Zurdo 6:

Selected Works from the 2015 Meeting of the Society for the Study of Gloria Anzaldúa. Eds. Sara

Ramirez, Larissa M. Mercado-Lopez, and Sonia Saldívar-Hull. San Francisco, California:

Aunt Lute Books, 2018: 57–71.

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Howell, Nicole Gonzales. “Speaking from and about Brown Bodies: A Personal and Political Story

of Sharing Identities.” Composition Studies. 45.2 (2017): 234-236.

Hutchinson, Les. (2017). Writing to have no face: The queer orientation of anonymity in twitter.

Social writing/Social media: Pedagogy, presentation, and publics. Walls, D. M. & Vie, S. (Eds.) WAC

Clearinghouse Perspectives on Writing book series/Parlor Press.

https://wac.colostate.edu/books/social/chapter10.pdf

Hutchinson, Les. & Novotny, M. (Nov 2018). Teaching a Critical Digital Literacy of Wearables: A

Feminist Surveillance as Care Pedagogy. Computers and Composition. Tham, J., McGrath, M.,

Hill Duin, A., & Moses, J. (Eds.). Special Issue on Wearable Technology, Ubiquitous

Computing, & Immersive Experience: Implications for Writing Studies.

https://www.sciencedirect.com/science/article/abs/pii/S8755461518300343

Hutchinson, Les., Amidon, T., Herrington, T., & Reyman, J. (Anticipated date: Summer 2019).

Copyright, Content, and control: Valuing student authorship within educational technology

platforms.” Lunsford, K., Herrington, T., and Logie, J. (Eds). Kairos special issue on

Ownership, Authorship, and Copyright.

Novotny, M. & Hutchinson, Les. (Anticipated date publication: Summer 2019). Data our bodies

tell: Towards Critical Feminist Action in Fertility and Period Tracking Applications. Technical

Communication Quarterly.

Novotny, M. & Hutchinson, L. (under review). Tracing a future lineage for OBOS: Reproductive

health applications as a text for feminist rhetorical inquiry. Dicaglio, S. & Hertogh, L.B.

(Eds.) Peitho special issue: Rhetorical pasts, rhetorical futures: Reflecting on the legacy of our bodies,

ourselves and the future of feminist health literacy.

Hutchinson, Les. & Novotny, M. (Eds.) Rhetorics of data: Collection, Consent, & Critical Digital

Literacies. Special Issue of Computers and Composition. Scheduled date for publication: Fall

2021.

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Beck, E. N. & Hutchinson, Les. (under review). Writing in the digital age: Privacy, surveillance, and writing

infrastructures. Edited collection submitted for review at Utah State/Colorado State University

Press.

Hutchinson, Les. (2018). Working with loss: An academic memoir about evoking the act of

memorializing. Pixelating the self: Digital feminist memoirs. Hidalgo, A. (Ed.) A digital edited

collection for Enculturation: Intermezzo. http://intermezzo.enculturation.net/08-hidalgo-etal/03-les-hutchinson-working-with-loss/index.html

Hutchinson, Les. (2018). Wielding power and doxing data: The belief in the personal and the

seizure of our online documents. In Alexander, J. & Rhodes, J. (Eds.), The Routledge Handbook

of Digital Writing and Rhetoric (pp. 303-316). New York, NY: Routledge.

Hutchinson, Les. (2018). Review of the book Racial Shorthand: Coded Discrimination Contested in Social

Media, by Cruz Medina and Octavio Pimentel. The Journal of Multimodal Rhetorics, 2(2).

http://multimodalrhetorics.com/2-2-review-racial-shorthand-html

Guiseppe Getto, Leon, Kendall and Jessica Rivait. “Helping To Build Better Networks: Service-

Learning Partnerships as Distributed Knowledge Work.” Reflections: Public Rhetoric, Civic

Writing and Service Learning. 13.2 (Spring 2014): 71-95.

Jiménez-García, Marilisa. Pura Belpré Lights the Storyteller's Candle: Reframing the Legacy of a

Legend and What it Means for the Fields of Latino/a Studies and Children's Literature.

Centro Journal; New York Vol. 26, Iss. 1, (Spring 2014): 110-147.

Jiménez-García, Marilisa. ‘Radical Bilingualism’: Language Borders and the Case of Puerto Rican

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Jiménez-García, Marilisa. "Old Forgotten Children's Books" at CUNY: Centro Library's (Unofficial)

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9, no. 1, pp. 7-14 2016

Johnson, Lucy A. Instructors Manual. Writer/Designer: A Guide to Making Multimodal Projects. 2 nd

Edition. Arola, Kristin L., Jenny Sheppard, and Cheryl E. Ball. Boston: Bedford/ St. Martin’s

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Johnson, Lucy A. “Contending with Multimodality as a (Material) Process.” The Journal of Multimodal

Rhetorics. No. 2 (2017). (Forthcoming)

Johnson, Lucy A. Video Book Review of Cámara Retórica: Feminist Filmmaking Methodology for Rhetoric

and Composition. Alexandra Hidalgo. Logan, UT: Computers and Composition Digital

Press/Utah State UP, 2017. in Peitho: Journal of the Coalition of Feminist Scholars in the History of

Rhetoric & Composition. 20.2 (2018). (Forthcoming)

Johnson, Lucy A. “Human vs. Machine: Tracking Political Discourse Using Voyant.” Blog

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13 March 2017.

Johnson, Lucy A. Book Review of Digital Rhetoric: Theory, Method, Practice, Doug Eyman. Ann Arbor,

MI: University of Michigan Press, 2015. in Enculturation: A Journal of Rhetoric, Writing, and

Culture. 23.1 (2016).

Johnson, Lucy A. and Kristin L. Arola. “Tracing the Turn: The Rise of Multimodal Composition in

the U.S.” Res Rhetorica. No.1 (2016).

Leon, Kendall. “Chicanas Making Change: Institutional Rhetoric and the Comisión Femenil

Mexicana Nacional.” Reflections: Public Rhetoric, Civic Writing and Service Learning. 13.1 (Fall

2013): 165-194.

Leon, Kendall. “La Hermandad and Chicanas Organizing: The Community Rhetoric of the Comisión

Femenil Mexicana Nacional Organization.” Community Literacy Journal. 7.2 (Spring 2013).

Leon, Kendall and Tom Sura. “‘We Don't Need Any More Brochures’: Rethinking Deliverables in

Service-Learning Curricula.” Writing Program Administration. 36.2 (Spring 2013).

Leon, Kendall and Stacey Pigg. “Graduate Students Professionalizing in Digital Time/Space: A

View from ‘Down Below.’”Computers and Composition 28 (2011): 3-13.

Leon, Kendall, Stacey Pigg and Martine Courant Rife. “Researching to Professionalize, not

Professionalizing to Research: Understanding the WIDE Effect.” Carrie Leverenz, Amy

Goodburn, and Donna LaCourt (Eds.) Rewriting Success in Rhetoric and Composition Careers.

Lauer Series in Rhetoric and Composition. Anderson, SC: Parlor Press, 2012. 254-277.

Leon, Kendall. “Stories of Collaboration and Graduate Student Professionalization in a Digital

Humanities Research Center.” In Laura McGrath (Ed.) Collaborative Approaches to the Digital in

English Studies. Computers and Composition Digital Press/Utah State University Press, 2011.

113-140 (with co-authors Jim Ridolfo, Jim, Martine Rife, Amy Diehl, Jeffery Grabill, Doug

Walls, and Stacey Pigg.)

19


Leon, Kendall, Jim Fredricksen, Michael McLeod and Douglas Eyman. “Teacher Knowledge

Standard and Digital Affordances: The Creation of an Interactive Literacy Resource

Exchange for Teacher Education.” Proceedings of the 18th Annual Society for Information

Technologies and Teacher Education. Society for Information Technology and Teacher

Education (San Antonio, Texas). March 2007.

Powell, Malea, Stacey Pigg, Kendall Leon and Angela Haas. “Rhetoric.” Encyclopedia of Library and

Information Sciences. Eds. M. Bates, M.N. Maack and M. Drake. London: Taylor

&Francis/CRC Press

Forthcoming: Leon, Kendall and Stacey Pigg. “Conocimiento as a Path to Ethos: Gloria Anzaldúa

as Networked Theorist.” Accepted for inclusion in the edited collection Women’s Ethos:

Intersections of Rhetorics and Feminisms. Eds. Rebecca Jones, Nancy Myers, and Kathleen Ryan.

Licona, A.C., & Chávez, K. "Relational Literacies and their Coalitional Possibilities." Peitho: The

Journal of the Coalition of Women Scholars in the History of Rhetoric and Composition, vol. 18, no. 1,

2015.

Fields, A., Martin, L., Licona, A.C., & the Crossroads Collaborative. “Performing Urgency:

Slamming & Spitting as Critical and Creative Response to State Crisis.” Kairos: A Journal of

Rhetoric, Technology, and Pedagogy, vol. 20, no. 1, 2015.

Licona, Adela C., and Chávez, Karma. (2015). “Queer and How?” Queer and Now Special Issue of

The Writing Instructor.

Burdge, H., Hyemingway, Z. T., Licona, A. C., & the Crossroads Collaborative. Research brief:

“Gender NonConforming Youth: Gender Disparities, School Push Out, and the School-to-

Prison Pipeline.” GSA Network.

Burdge, H., Licona, A. C., Hyemingway, Z.T., & the Crossroads Collaborative. Research brief:

“LGBTQ Youth of Color: Gender Disparities, School Push Out, and the School-to-Prison

Pipeline.” GSA Network.

Licona, A.C., & Soto, S., (In Press). “HB 2281: Key Points, Political Implication, and Local

Mobilizations,” In Volume 2 Encyclopedia of Latino/as in Politics, Social Movements, and

Law, edited by Suzanne Oboler and Deena González.

Licona, A.C., & Maldonado, M.M. (2014) “The Social Production of Latin@ Visibilities and

Invisibilities: Geographies of Power in Small Town America.” Antipode, 46:2. 2014.

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Licona, A.C., & Russell, S. T. (2013). Transdisciplinary & community literacies: Shifting discourses

& practices through new paradigms of public scholarship & action-oriented research.

Community Literacy Journal 8(1), 1-7.

Licona, A.C. and Gonzales, S.J. “Education. Connection. Action., ECA: Reporting on ECA as a

Frame for Community Arts-Based Inquiry, Action-Oriented Teaching and Research, and

Multi-Perspectival Knowledges,” Community Literacy Journal, Adela C. Licona and Stephen T.

Russell, (Eds.), 8.1. 2013 (Selected for publication in The Best of the Independent Rhetoric &

Composition Journals 2014).

Licona, A.C., Zines In Third Space: Radical Cooperation and Borderlands Rhetoric. SUNY Press. 2012

Lopez-Robertson, Julia. (2015). No sabía que tenía valor”: Uncovering Latina Mothers’ Multiple

Literacies. The Journal of family practice. .

Long, Susi & Volk, Dinah & Lopez-Robertson, Julia & Haney, Mary. (2014). ‘Diversity as a Verb’ in

Preservice Teacher Education: Creating Spaces to Challenge the Profiling of Young

Children. Contemporary Issues in Early Childhood. 15. 152. 10.2304/ciec.2014.15.2.152.

Lopez-Robertson, Julia. (2012). “Esta página me recordó”: Young Latinas Using Personal Life

Stories as Tools for Meaning-Making. Bilingual Research Journal. 35. 217-233.

Lopez-Robertson, Julia & Schramm-Pate, Susan. (2012). (Un)official knowledge and identity: an

emerging bilingual's journey into hybridity. Innovation in Language Learning and Teaching.

7. 1-17.

Laman, Tasha & Miller, Erin & Lopez-Robertson, Julia. (2012). Noticing and Naming as Social

Practice: Examining the Relevance of a Contextualized Field-Based Early Childhood Literacy

Methods Course. Journal of Early Childhood Teacher Education. 33. 3-18.

Boutte, Gloria & Lopez-Robertson, Julia & Powers-Costello, Beth. (2011). Moving Beyond

Colorblindness in Early Childhood Classrooms. Day Care & Early Education. 39.

Langdon, Lance.“‘A Clear Path’: Teaching Police Discourse in Barrio After-School Center.”

Reflections: A Journal of Public Writing, Civic Rhetoric, and Service Learning. Fall 2013

Langdon, Lance. “Commodifying Freedom: Horses in The Hamlet.” The Faulkner Journal. Volume

26.2, pp.31-50. Fall 2012

Langdon, Lance. “The Passions of Rhetoric and Composition: An Interview with Daniel M. Gross.”

Composition Forum. 2016.

21


Langdon, Lance. “Introduction: Emotions and Composition.” Composition Forum. 2016.

Lopez-Robertson, Julia. (2010). "Lo agarraron y lo echaron pa'tras": Discussing Critical Social Issues

with Young Latinas. Colombian Applied Linguistics Journal. 12. 43-54.

Lopez-Robertson, Julia & Long, Susi & Turner Nash, Kindel. (2010). First Steps in Constructing

Counter Narratives of Young Children and Their Families. Language Arts. 88

Lopez-Robertson, Julia. (2004). Crossing Consciousness: A literature discussion exploring friends

from the other side. Colombian Applied Linguistics Journal. 0. 58-76.

Lopez-Robertson, Julia & Martínez-Roldán, Carmen. (1999). Stop, Think, and Listen to the Heart.

The New Advocate. 12. 37-39.

Martínez-Roldán, Carmen & Lopez-Robertson, Julia. (1999). Initiating literature circles in a firstgrade

bilingual classroom. Reading Teacher. 53. 270-281.

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.

López-Robertson, J. with Haney, M.J. (2017). Their Eyes Sparkled: Building Classroom Community

Through Multicultural Literature. Journal of Children’s Literature, 43(1), 48–54.

López-Robertson, J. (2016). No más quería entrar con nosotros: Understanding Immigration

through Children’s Life Stories. Retrieved from: http://wowlit.org/on-linepublications/stories/v1/

Gutíerrez, L., Joseph, M., Licona, A.C., and Soto, S. K., “Nativism, Normativity, and Neoliberalism

in Arizona: Challenges Inside and Outside the Classroom.” With Christina Handhard.

Transformations, special issue on Teaching Sex, edited by Hiram Perez. 2011.

Crabtree, R.D., Sapp, D.A., & Licona, A.C. (Eds.). Feminist Pedagogy: Looking Back to Move Forward.

Johns Hopkins University Press. 2009

Maldonado, M.M., & Licona, A.C. “Re-thinking Integration as Reciprocal Process: Implications for

Research and Practice.” Journal of Latino-Latin American Studies 2 (4): 128-143. 2007

Martinez, Aja Y. “Counterstory por mi Gente: Color-blind Racism, Assimilation, and the American

Dream.” Latina Leadership: Language and Literacy Education Across Communities. Ed. Laura

Gonzales and Michelle Hall Kells. Syracuse UP, 2020. Accepted for publication.

22


Martinez, Aja Y. “Chicanx Translingual Flexibility in the US-Mexico Borderlands: English-

Language as Past and Present Imperialism.” Racing Translingualism in Composition: Toward a

Race-Conscious Translingualism. Eds. Tom Do and Karen Rowan. Accepted for publication.

Martinez, Aja Y. “The Responsibility of Privilege: A Critical Race Counterstory Conversation.”

Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, vol. 21,

no. 1, 2018, pp. 212-233.

Martinez, Aja Y., Cruz Nicholas Medina, and Gloria J. Howerton. “Requiem for an Autopsy: A

Response to Owens' ‘A Partial Rhetorical Autopsy of Tucson's Now-Illegal Ethnic Studies

Classes.’” College English, vol. 80, no. 6, 2018, pp. 539-550.

Martinez, Aja Y. and William Broussard. “Storytelling as #Resistance.” Diverse Issues in Higher

Education. 14 February 2018, http://diverseeducation.com/article/110251/.

Martinez, Aja Y. “A Plea for Critical Race Theory Counterstory: Dialogues Concerning Alejandra’s

‘Fit’ in the Academy.” Best of the Journals in Rhetoric and Composition 2015-2016. Eds. Steve

Parks, Brian Bailie, Romeo Garcia, Adela C. Licona, Kate Navickas, and David Blakesley.

Parlor press, 2017, pp. 263-288.

Martinez, Aja Y. “Alejandra Writes a Book: A Critical Race Counterstory about Writing, Identity,

and Being Chicanx in the Academy.” Praxis: A Writing Center Journal, vol. 13, no. 2, 2016, pp.

56-61.

Martinez, Aja Y. “A Personal Reflection on Chican@ Language and Identity in the US-Mexico

Borderlands: English Language Hydra as Past and Present Imperialism.” Why English?

Confronting the Hydra. Ed.Vaughan Rapatahana, Robert Phillipson, Pauline Bunce, and Ruanni

Tupas. Bristol: Multilingual Matters, 2016, pp. 211-219.

Martinez, Aja Y. “A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory

Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.” Performing Anti-Racist Pedagogy in

Rhetoric, Writing, and Communication. Ed. Frankie Condon and Vershawn Ashanti Young.

Parlor Press, 2015, pp. 65-86.

Martinez, Aja Y. “Critical Race Theory: Its Origins, History, and Importance to the Discourses and

Rhetorics of Race.” Frame—Journal of Literary Studies, vol. 27, no. 2, 2014, pp. 9-27.

Martinez, Aja Y. “A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory

Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.” Composition Studies, vol. 42, no. 2,

2014, pp. 33-55.

23


Martinez, Aja Y. “Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise

Awareness About Arizona’s Ban on Ethnic Studies.” Across the Disciplines, Fall 2013, 26pp.

Young, Vershawn Ashanti and Aja Y. Martinez, with Julie Anne Naviaux. “Code-meshing as World

English Introduction.” Code-meshing as World English: Policy, Pedagogy, and Performance. Urbana,

IL: National Council of Teachers of English, 2011.

Young, Vershawn Ashanti and Aja Y. Martinez, ed. Code-meshing as World English: Policy, Pedagogy, and

Performance. National Council of Teachers of English, 2011.

Martinez, Aja Y. “‘The American Way’: Resisting the Empire of Force and Colorblind Racism.”

College English, vol. 71, no. 6, 2009, pp. 584-595.

Martinez, D.C. & Caraballo, L. (2018). Sustaining multilingual literacies in classrooms and

beyond. Journal of Adolescent and Adult Literacy, 62(1). doi:10.1002/jaal.764

Medina, Cruz and Aja Y. Martinez. “Contexts of Lived Realities in SB 1070 Arizona.” Present Tense:

A Journal of Rhetoric in Society, vol. 4 no. 2, 2015, pp.1-8. link.

Medina, Cruz. “Day of the Dead: Decolonial Expressions in Pop de los Muertos.” The Routledge

Companion to Latina/o Pop Culture. Ed. Frederick Aldama. Oxfordshire: Routledge, 2016, pp.

370-380. link.

Medina, Cruz. “Decolonial Potential in a Multilingual FYC.” Composition Studies, vol. 47, no. 1, 2019,

pp. 74-95.

Medina, Cruz. “Digital Testimonio: Latin@ Multimodal Storytelling.” Racial Shorthand: Coded

Discrimination in Social Media, edited by Cruz Medina and Octavio Pimentel. Computers and

Composition Digital Press, Computers and Composition Digital P/Utah State UP, 2018,

http://ccdigitalpress.org/shorthand.

Medina, Cruz. “The Family Profession.” College Composition and Communication, vol. 65, no.1, 2013,

pp. 34-36. Link.

Medina, Cruz. “Identity, Decolonialism, and Digital Archives.” Composition Studies, vol. 45, no. 2,

2017, pp. 222-225.

Medina, Cruz. “Introduction.” Racial Shorthand: Coded Discrimination in Social Media, edited by Cruz

Medina and Octavio Pimentel, Computers and Composition Digital Press, (with Octavio

Pimentel), Computers and Composition Digital P/Utah State UP, 2018,

http://ccdigitalpress.org/shorthand.

Medina, Cruz. “Nuestros Refranes: Culturally Relevant Writing in Tucson High Schools.” Reflections:

A Journal of Public Rhetoric, Civic Writing, and Service Learning, vol. 12, no. 3, 2013, pp. 52-79.

24


Medina, Cruz. “Poch@: Latin@ Blogs in the Decolonial Archives.” Rhetorics of Decolonization:

Keywords for Theory and Pedagogy, edited by Iris Ruiz and Raúl Sánchez, Palgrave MacMillan,

2016, pp. 93-108.

Medina, Cruz. Reclaiming Poch@ Pop: Examining the Rhetoric of Cultural Deficiency (Latino Pop Culture

Series). Palgrave Macmillan, 2015.

Medina, Cruz. “Teaching Jimmy Santiago Baca.” Latino/a Literature in the Classroom: 21 st Century

Approaches to Teaching, edited by Frederick Aldama, Routledge, 2015, pp. 271-274.

Medina, Cruz. “Tweeting Collaborative Identity: Race, ICTs and Performing Latinidad.”

Communicating Race, Ethnicity, and Identity in Technical Communication, edited by Miriam

Williamson and Octavio Pimentel. Routledge/Baywood Publishing, 2014, pp. 63-86.

Medina, Cruz. “Validating the Consequences of Social Justice Pedagogy: Explicit Values in Course-

Based Grading Contracts.” Key Theoretical Frameworks: Teaching Technical Communications in the

Twenty-First Century, edited by Angela Haas and Michelle Eble, Utah State UP, 2018, pp. 46-

67. (with Kenneth Walker).

Medina, Cruz. “(Who Discovered) America: Ozomatli and the Mestiz@ Rhetoric of Hip Hop.”

Alter/Nativas: Latin American Cultural Studies Journal. 2. (2014): 24pp.

Medina, Cruz, and Octavio Pimentel, editors. Racial Shorthand: Coded Discrimination Contested in Social Media.

Logan: Computers and Composition Digital P/Utah State UP, 2018,

http://ccdigitalpress.org/shorthand.

Medina-López, Kelly. "Rasquache Rhetoric: A cultural rhetorics sensibility." Constellations: a

cultural rhetorics publishing space, vol. 1, no. 1, 2018, http://constell8cr.com/issue-

1/rasquache-rhetorics-a-cultural-rhetorics-...

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Studies: A Turn to Critical Pedagogy.” Latino/a Discourses: On Language, Identity & Literacy

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Mejía, Jaime Armin. “Ethnic Rhetorics Reviewed.” College Composition and Communication, vol. 63, no.

1, 2011, pp. 145–161.

Mejia, Jaime Armin. "Latina and Latino Rhetorical Issues." Rhetoric, the Polis, and the Global Village:

Selected Papers from the 1998 Thirtieth Anniversary Rhetoric Society of America Conference. Ed. C. Jan

Swearingen and Dave Pruett. Mahwah: Lawrence Erlbaum Associates. 1999, pp. 15-18.

Mejia, Jaime Armin. “Tejano Arts of the US-Mexico Contact Zone.” JAC, vol. 18 no. 1, 1998, pp.

123-135.

Miller, James, Gonzalez, Roseann Dueñas, and Miller, Michael. (1982). United States in Literature:

America Reads, Medallion Edition. Glenview, IL: Scott Foresman.

25


Moreland, Casie and Keith D. Miller. “The Triumph of Whiteness: Dual Credit Courses and

Hierarchical Racism in Texas.” Haunting Whiteness: Rhetorics of Whiteness in a “Post-Racial” Era.

Ed. Tammie Kennedy, Joyce Middleton, and Krista Ratcliffe. Carbondale: Southern Illinois

UP, 2016. 182-194. Print.

Moreland, Casie. “Chasing Transparency: Using Disparate Impact Analysis to Assess the

(In)Accessibility of Dual Enrollment Composition.” Forthcoming in Writing Assessment, Social

Justice, and the Advancement of Opportunity. Ed. Mya Poe, Asao Inoue, and Norbert Elliot.

Naynaha, Siskanna. “Que(e)rying Capital: Toward a Xicanista Rhetoric.” Panini: NSU Studies in

Language and Literature. Vol. 4: 2006-2007. Print.

Naynaha, Siskanna, and Wendy Olson. "Learning Communities in the New University." Linked

Courses for General Education and Integrative Learning: A Guide for Faculty and Administrators.

Sterling, VA: Stylus, 2013. 151-68. Print.

***Note****

Ortego y Gasca was denied the opportunity to legitimately contribute to the fields most wellknown

publishing spaces for unknown reasons, but we deduce that when the reader goes

through each one of these sources and see their intrinsic value and scholarly scope.

Ortego y Gasca, Felipe. (2001). Reflections on Chicanos and the Teaching of American Literature.

Conference on American Literature, Texas A&M University, October 21, 2001.

Ortego y Gasca, Philip D. "Reflections On The 'Chicano Renaissance.'" Camino Real: Estudios De

Las Hispanidades Norteamericanas, vol. 1, no. 1, 2009, pp. 117-133. MLA International

Bibliography.

Ortego y Gasca, Philip D., and Arnoldo De León, eds. The Tejano Yearbook, 1519-1978: A Selective

Chronicle of the Hispanic Presence in Texas, Carvel, 1978.

Ortego y Gasca, Philip D. We are Chicanos: An Anthology of Mexican-American Literature. Washington

Square Press, 1973.

Ortego, Philip D., and Jose A. Carrasco. “Chicanos and American Literature.” Searching for America,

edited by Ernece B. Kelly, The National Council of Teachers of English, 1972, pp. 78-94.

----- Selected Works by Felipe de Ortego y Gasca

1. Adios Chaucer, Adios Shakespeare

2. American Latinos in Contemporary American Literature

3. Arizona English Bulletin

4. Faculty News Ortego

26


5. Folger Shakespeare Library

6. Chicano Latino Literature and the American Literary Canon

7. A Writer's Life: A Literary Journey

8. Bravo Road with Don Felipe

9. Linguistic Imperative in TESOL

10. Literatura Contemporanea del otro Mexico

11. Into the Wild Blue Yonder

12. On Turning 90, Life, Literacy, and Legacy

13. Profile: Chronicle of Higher Education

14. Race on Campus and Historically White Colleges and Universities

15. Towards a Cultural Interpretation of Literature

16. Writing and Cultural Dissonance: Chicanos/Latinos, Freshman English, and Writing Centers

17. Octavio Romano and the Chicano Literary Renaissance

18. Reflections on Chicanos and The Teaching of American Literature

19. A Chicano in Viking Land

20. The Colonial Syllabus in Literature

Osorio, S. (2012). Letting Go: The Multiple Roles of a Teacher in Literature Discussions. Journal of

Classroom Research in Literary. Volume 5, pp 3-15.

Osorio, S. (2016). One Test is Not Enough: Getting to Really Know Your Students. In W. Parnell,

W. & J.M. Iorio (Eds.). Disrupting Early Childhood Education Research: Imagining New

Possibilities. New York. Routledge

Literary. Volume 5, pp 3-15.

Osorio, S. (2016). The Culturally Inclusive Educator: Good Intentions are Not Enough.

Teachers College Record.

Osorio, S. (2015). "Qué es deportar?" Teaching from students'lives. Rethinking Schools. Volume

30, pp.28-32.

Osorio, S. (2018). Multicultural Literature as a Classroom Tool. Multicultural Perspectives.

DOI:10.1080/15210960.2018.1408348

Osorio, S. (2018). Towards a humanizing pedagogy: Using Latinx Children’s Literature with Early

Childhood Students. Bilingual Research Journal. DOI:10.1080/15235882.2018.1425165

Osorio, S. (2016). Border Stories: Using Critical Race and Latino Critical Theories to Understand

the Experiences of Latino/a Children. Race Ethnicity and Education. DOI:

10.1080/13613324.2016.1195351

27


Osorio, S. (accepted). No room for silence: The impact of the 2016 presidential race on a second

grade dual language (Spanish-English) classroom. Occasional Papers Series #39: Supporting

Young Children of Migrants in PreK-3.

Pimentel, Octavio. Historias de Éxito within Mexican Communities: Silenced Voices. Palgrave Macmillan,

2015.

Pimentel, Octavio (with Charise Pimentel and John Dean). “The Myth of the Colorblind

Composition Classroom: White Instructors Confront White Privilege in Their Classrooms.”

Performing Anti-Racist Pedagogy in Rhetoric, Writing, and Communication. WAC Clearing House and

Parlor Press, 2015.

Pimentel, Octavio (with Miriam Williams). Eds Communicating Race, Ethnicity, and Identity in Technical

Communication. New York: Baywood Publishing Press, 2014.

Pimentel, Octavio (with Miriam Williams) Eds. “Race, Ethnicity, and Technical Communication:

Examining Multicultural Issues within the United States.” Special issue of Journal of Business

and Technical Communication. 26.3 (2012). Print.

Pimentel, Octavio (with Katie Gutierrez). “Taqueros, Luchadores, y los Brits: U.S. Racial Rhetoric,

and its Global Influence.” Race, Ethnicity, and Technical Communication for the Baywood Technical

Communication Series. Eds. Miriam F. Williams, and Octavio Pimentel. Race, Ethnicity, and

Technical Communication. New York: Baywood Publishing Press, 2014. 87-99. Print.

Pimentel, Octavio. “Mi Pobre Güerito.” Teaching Bilingual/Bicultural Children: Teachers Talk About

Language and Learning. Eds. Lourdes Diaz Soto and Haroon Kharem. New York: Peter Lang,

2010. 73-78. Print.

Pimentel, Octavio (with Charise Pimentel) . “Coalition Pedagogy: Building Bonds Between

Instructors and Students of Color.” Included in English Studies: Learning Climates That Cultivate

Racial and Ethnic Diversity. Eds. Victor Villanueva & Shelli B. Fowler. Washington DC:

American Association of Higher Education, 2002. 115-124. Print.

Pimentel, Octavio. “Learning to Write in Writing Centers: The Racial Experiences of Two Mexican

Students.” English in Texas, 44.2 (2014): 34-39. Print.

Pimentel, Octavio. "The Changing Demographics of the United States: Rethinking the Academic

Experience of English Language Learners." The Council Chronicle. September. 23.1 (2013): 27-

28. Print.

28


Pimentel, Octavio. “An Invitation to a Too-Long Postponed: Race and Composition.” Reflections: A

Journal of Writing, Community Literacy, and Service Learning 12.2 (2013): 90-104. Print.

Pimentel, Octavio (with Miriam Williams). "Introduction: Race Ethnicity and Technical

Communication." Race, Ethnicity, and Technical Communication: Examining Multicultural Issues

within the United States. Special issue of Journal of Business and Technical Communication. 26.3 (2012):

271-277. Print.

Pimentel, Octavio. “Disrupting Discourse: Introducing Mexicano Immigrant Success Stories.”

Reflections: A Journal of Writing, Community Literacy, and Service Learning 8.2 (2009): 171-196.

Print.

Pimentel, Octavio, and Velázquez, Paul. “Shrek 2: An Appraisal of Mainstream Animation’s

Influence on Identity Construction between African American and Latinas/os.” Journal of

Latinos in Education, 8.1 (2009): 5-21. Print.

Pimentel, Octavio (with Pimentel, Charise, Soto, Lourdes Diaz, and Urrieta, Jr., Luis). “The Dual

Language Dualism: ¿Quiénes Ganan?” Texas Association for Bilingual Education (TABE) Journal

10.1 (2008): 200-223. Web. 15 July 2010. Print.

Pimentel, Octavio (with Johnson, Jennifer Ramirez, and Pimentel, Charise). “Writing New Mexico

White: A Critical Analysis of Early Representations of New Mexico in Technical Writing.”

Journal of Business and Technical Communication, 22.2 (2008): 211-236. Print.

Pimentel, Octavio. “El Dia de Los Muertos.” Encyclopedia of Latino Culture: From Calaveras to

Quinceañera: Charles Tatum, ed. Santa Barbara, CA: ABC-CLIO-Greenwood. 2014. Print.

Pimentel, Octavio (with Howard, Moore Rebecca).. “Latina/o Language, Discourses, and

Rhetorics: A Bibliography for Composition and Rhetoric.” .

Forthcoming: December 2010. Online.

Ramirez, Cristina D. & Jessica Enoch. Mestiza Rhetorics: Anthology of Mexicana Activism in the Spanish-

Language Press, 1887-1922. Carbondale: Southern Illinois University Press. Forthcoming,

2017.

Ramírez, Cristina D. Occupying Our Space: The Mestiza Rhetorics of Mexican Women Journalists and

Activists, 1875-1942. Tucson, University of Arizona Press: 2015.

Ramírez, Cristina D. “Forging a Mestiza Rhetoric: Mexican Women Journalists' Role in the Construction of a

National Identity.” College English, vol. 71, no. 6, 2009, pp. 606–629.

Ramos, Santos F. “Building a Culture of Solidarity: Racial Discourse, Black Lives

29


Matter, and Indigenous Social Justice.” Enculturation Issue 21, Special Issue: Cultural

Rhetorics (2016).

Ramos, Santos F. and Angélica De Jesús. “Xicano Indigeneity and State Violence:

A Visual/Textual Dialogue.” Present Tense: a Journal of Rhetoric in Society. 5.2:

Special Issue on Race, Rhetoric and the State (2015).

Ramos, Santos F. “Digital is Dead: Techno-Seduction at the Colonial Difference, From

Zapatismo to Occupy Wall Street” in Identity and Leadership in Virtual Communities:

Establishing Credibility and Influence. Eds. Joe Essid and Dona Hickey. Hershey, PA: IGI

Global, 2014. 220-236. Print.

Reynoso, Enrique Jr. (2017). Pull Yourself Up By Your Broadband: Access and Advocacy for

Invisible Populations. Manuscript in preparation.

Reynoso, Enrique Jr. and Ashley J. Velázquez. (2017). Let it Blend: TC Curricula and Corpus

Technology. Manuscript in preparation.

Ribero, Ana Milena. "“In Lak’Ech (You Are My Other Me):” Mestizaje as a Rhetorical Tool that

Achieves Identification and Consubstantiality." Arizona Journal of Interdisciplinary Studies 2

(2013): 22-41.

--- and Sonia Arellano. “Advocating Comadrismo:A Feminist Mentoring Approach for Latinas in

Rhetoric and Composition.” Peitho: Journal of the Coalition of Feminist Scholars in the History of

Rhetoric & Composition. (forthcoming)

---. “Drifting Across the Border: On the Radical Potential of Undocumented Im/migrant Activism

in the US.” Performance Research. (forthcoming)

---. “Papá, Mamá, I’m Coming Home”: Family, Home, and the Neoliberal Immigrant Nation in the

National Immigrant Youth Alliance’s ‘Bring Them Home’ Campaign.” Rhetoric Review. Vol.

37, no. 3, pp. 273 – 285. (2018)

--- “A Review of Alexandra Hidalgo’s Cámara Retórica.” Enculturation: A Journal of Rhetoric, Writing,

and Culture, Issue 25. (n.p.). (2017)

--- and Adela Licona. “Digital Art + Activism: A Focus on QTPOC Digital Environments as

Rhetorical Gestures of Coalition and Un/Belonging.” Routledge Companion to Digital Writing &

Rhetoric, edited by Jonathan Alexander and Jacqueline Rhodes, Routledge, pp. 153-162.

(2017)

30


---. “Citizenship.” Decolonizing Rhetoric and Composition Studies:New Latino/a Keywords for Theory and

Pedagogy, edited by Iris Ruiz and Raúl Sanchez, Palgrave, pp. 31-45. (2016)

---. “Acceptable Heterogeneity: Brownwashing Rhetoric in President Obama’s Address on

Immigration.” Present Tense: A Journal of Rhetoric in Society. Vol. 5.2. (n.p.). (2015)

Richison, Jeannine., Hernández, Anita, & Carter, Marcia. Text Sets: Scaffolding Core Literature for

Secondary Students. Portsmouth, NH: Heinemann, 2006.

Ríos, Gabriela Raquel and Donnie Johnson Sackey. (Nov. 2014). “Biocultural Diversity and

Copyright: Linking Intellectual Property, Language, Knowledge, and Environment.” Cultures

of Copyright. Peter Lang Publishing. Eds. Danielle Nichole DeVoss and Martine Courant Rife.

Ríos, Gabriela Raquel. (April 2015). “Cultivating Land-based Literacies and Rhetorics.” Literacy in

Composition Studies. Special Issue: The New Activism.

Editors, Steve Parks, Ben Kuebrich, and Jessica Pauszec.

Ríos, Gabriela Raquel. (Nov. 2015). “Performing Nahua Rhetorics for Civic Engagement.”

Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics. Utah State University Press.

Editors Lisa King, Rose Gubele, and Joyce Rain Anderson.

Ríos, Gabriela Raquel. (Jan. 2016). “We’ll get there with music’: Sonic Literacies, Rhetorics of

Alliance, and Decolonial Healing in Joy Harjo’s ‘Winding Through the Milky Way.’”

Indigenous Pop: Contemporary Native American. Music of the 20th Century. University of Arizona.

Editors Kimberly Lee, Jeff Berglund, and Janice Johnson.

Ríos, Gabriela Raquel. (2016). “Mestizaje.” Decolonizing Rhetoric and Composition Studies: New Latino/a

Keywords for Theory and Pedagogy. Palgrave MacMillan. Editors Iris Ruiz and Raúl Sanchez.

Romney, Abraham and Karla Kitalong. “A Broad Spectrum of Multiliteracies: Toward an

Integrated Approach to Multimodality and Multilingualism in Writing Centers.” Southern

Discourse in the Center: A Journal of Multiliteracy and Innovation. 20.1 (2015): 10-30.

Romney, Abraham.“‘By Inevitable Association’: Latin American Modernist Anti-Rhetoric and the

Inescapable Figure of the Rhetorician.” Revista Latinoamericana de Retórica. 1.1(2013): 22-

42.

Romney, Abraham. “Indian Ability (auilidad de Indio) and Rhetoric’s Civilizing Narrative: Guaman

Poma’s Contact with the Rhetorical Tradition.” College Composition and Communication.

63.1 (2011): 12-34.

Romney, Abraham. “Beyond Audacity: Supporting Sonic Futures with the Digital Audio

Workstation.” Communication Center Journal. .3.1(2017): 134-146.

Romney, Abraham. “Rhetoric from the Margins: Juan Francisco Manzano’s Autobiografía de un

esclavo.” Rhetoric Society Quarterly. 45.3(2015): 237-249.

Ruecker, T., Shepherd, D., Estrem, H., & Brunk-Chavez, B. (Eds.) (2017). Retention, persistence,

and writing programs. Logan, UT: Utah State University Press.

31


Ortmeier-Hooper, C. & Ruecker, T. (Eds.) (2016). Linguistically diverse immigrant and resident

writers: Transitions from high School to college. New York, NY: Routledge.

Ruecker, T. (2015). Transiciones: Pathways of Latinas and Latinos writing in high school and

college. Logan, UT: Utah State University Press.

Ruecker, T. & Ives, L. (2015). “White native English speakers needed”: The construction of

privilege in online English language teaching recruitment spaces. TESOL Quarterly, 49(4),

733-756.

Ruecker, T., Chamcharatsri, B., & Saengngoen, J. (2015). Teacher perceptions of the impact of the

Common Core assessments on linguistically diverse high school students. Journal of Writing

Assessment, 8(1), http://journalofwritingassessment.org/article.php?article=87

Ruecker, T. (2014). Here they do this, over there they do that: Latinas/os writing across institutions.

College Composition and Communication, 66(1), 91-119.

Ruecker, T., Shapiro, S., Johnson, E., & Tardy, C. (2014). Exploring the contexts of writing

instruction in TESOL. TESOL Quarterly, 48(2), 401-412.

Ruecker, T. (2013). High-stakes testing and Latina/o students: Creating a hierarchy of college

readiness. Journal of Hispanic Higher Education, 12(3), 303-320.

Ruecker, T. (2012). Exploring the digital divide on the U.S.-Mexico border through literacy

narratives. Computers and Composition, 29(3), 239-253.

Ruecker, T. (2011). Challenging the native and non-native English speaker hierarchy in ELT: New

directions from race theory. Critical Inquiry in Language Studies, 8(4), 400-422.

Ruecker, T. (2011). Improving the placement of L2 writers: The students’ perspective. WPA:

Writing Program Administration, 35(1), 92-118.

Ruecker, T. (2011). The potential of dual-language cross-cultural peer review. ELT Journal, 65(4),

398-407.

Ruecker, T. (2011). Reimagining English 1311: Expository English Composition as Intro to

Rhetoric and Writing Studies. Composition Studies, 39(1), 87-112.

Ruecker, T. (2011). Creating an alternative rhetoric through theatre during the height of

authoritarian control in communist Czechoslovakia. Kosmas, 24(2), 1-17.

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Ruecker, T. (2017). Stranger in a strange land: Conducting qualitative research across borders. For

the collection. In S.A. Mirhosseini (Ed.) Reflections on qualitative research in language and

literacy education (pp. 45-58). Cham, Switzerland: Springer.

Ruecker, T. (2016). “I don’t want to be special:” English language learners in rural and small town

high schools.” In. C. Ortmeier-Hooper & T. Ruecker (Eds.) Linguistically diverse immigrant

and resident writers: Transitions from high school to college (pp. 82-94). New York, NY:

Routledge.

Simpson, S., Ruecker, T., Carrejo, D., Flores, B., & Gonzalez, H. (2016). Leveraging development

grants to create graduate writing support at three Hispanic-Serving Institutions. In S.

Simpson, M. Cox, N. Caplan, & T. Phillips (Eds.) Graduate writing support: Research,

pedagogy, and program design (pp. 171-91). Ann Arbor, MI: University of Michigan Press.

Ruecker, T. & Brunk-Chavez, B. (2016). Digital writing spaces across institutions on the U.S.-

Mexico border. In J. P. Purdy & D. N. DeVoss (Eds.) Making space: Writing instruction,

infrastructure, and multiliteracies (digital publication). Ann Arbor, MI: Digital Rhetoric

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Ruecker, T. (2015). Response to ‘developing a professional profile.’ In R. Skinnell, J. Holiday, C.

Vassett, & T. Skeen (Eds.) What we wish we’d known: Negotiating graduate school (pp. 209-

212). Southlake, TX: Fountainhead Press.

Ruecker, T. (2014). Analyzing and addressing the effects of native speakerism on linguistically

diverse peer review. In S. J. Corbett, M. LaFrance, & T. E. Decker (Eds.) Peer pressure, peer

power: Collaborative peer review and response in the writing classroom (pp. 91-106).

Southlake, TX: Fountainhead Press.

Rogal, Maria, and Raúl Sánchez. “Co-Designing for Development.” Routledge Handbook of Sustainable

Design. Ed. Rachel Beth Egenhoefer. New York: Routledge, 2018.

Ruiz, Iris. D. Book Review in: Reflections: A Journal of Writing, Service Learning and Community Literacy

Volume 14, 2014.

Ruiz, Iris. D. Reclaiming Composition Studies for Chicanos/as and other Ethnic Minorities: A Critical History

and Pedagogy. New York: Palgrave, 2016.

Ruiz, Iris. D. “La Indigina: Risky Identity Politics and Decolonial Agency as Indigenous

Consciousness” Africology: The Journal of Pan African Studies, vol.11, no.6, April 2018.

33


Ruiz, Iris, Alexandra Hidalgo, and Christina Cedillo. “NCTE Position Statement in support of

Ethnic Studies for K-12 Curricula.”

Ruiz, Iris D., and Raúl Sánchez, eds. Decolonizing Rhetoric and Composition Studies: New Latinx Keywords

for Theory and Pedagogy. New York: Palgrave, 2016.

Ruiz, Iris D. “Introduction: Delinking.” In Ruiz and Sánchez, eds. Decolonizing Rhetoric and

Composition Studies: New Latinx Keywords for Theory and Pedagogy. New York: Palgrave, 2016.

Xiii-xx.

Ruiz, Iris D. ”Race.” In Ruiz and Sánchez, eds. Ruiz, Iris D., and Raúl Sánchez, eds. Decolonizing

Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy. New York:

Palgrave, 2016. 3-15.

Ruiz, Iris D. and Damían Baca. “Decolonial Options and Writing Studies.” Composition Studies 45.2

(2017): 226–229.

Ruiz, Iris D. and Sonia Arellano. “La Cultural nos Cura: Reclaiming Decolonial Epistemologies

through Medicinal History and Quilting as Method.” Rhetorics Elsewhere and Otherwise: Contested

Modernities, Decolonial Visions. Damían Baca and Romeo Garcia Eds. NCTE/CCCC: SWR,

2018.

Ruiz, Iris D. “Creating a ‘New History’ within NCTE/CCCC: Civil Rights, The Chicano

Movement, and Honoring Felipe de Ortego y Gasca.” Viva Nuestro Caucus: Rewriting the

Forgotten Pages of our Caucus. South Carolina: Parlor Press, 2019.

Ruiz, Iris D., Romeo Garcia, Anita Hernandez, Maria Carvajal Regidor. Eds. Viva Nuestr Caucus:

Rewriting the Forgotten Pages of our Caucus. South Carolina: Parlor Press, 2019.

Ruiz, Iris D., Alexandria Lockett, James Sanchez, and Christopher Carter. Race, Rhetoric and

Research Ethics. WAC Clearinghouse, 2019. Forthcoming.

Abarca, M.E., & Salas, C. C. (Eds.). (2016). Latin@s’ Presence in the Food System: Changing How

We Think About Food. Fayetville, AK: University of Arkansas Press.

Salas, C. C (2017). Unlikely Dinner Guests: Inviting “Everyday” People to the Table of Visual

Imagery. Visual Imagery, Metadata, and Multimodal Literacies Across the

Curriculum.Hershey: IGI Global.

Salas, C.C. (2017). The Commodification of Mexican Women on Mexican Food Packaging. Food

Feminism and Rhetoric. Chicago: Southern Illinois University Press.

34


Salas, C. C., & Abarca M. E. (2016). Food Marketing Industry: Cultural Attitudes Made Visible.

Latin@s’ Presence in the Food System: Changing How We Think About Food. Fayetville,

AK: University of Arkansas Press.

Abarca M. E., & Salas C.C. (2016). Introduction. Latin@s’ Presence in the Food System: Changing

How We Think About Food. Fayetville, AK: University of Arkansas Press.

Dura, L., Salas, C. C., Medina-Jerez, W., & Hill, V. (2015). De aquí y de allá: Changing Perceptions

of Literacy through Food Pedagogy, Asset-Based Narratives, and Hybrid Spaces.Community

Literacy Journal.10 (1).

Sanchez, Fernando.“Re-Experiencing Space: Mapping Campus Terrains through Disabilities”

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture.

18.3 (2018).

Sanchez, Fernando.“Of Evolutions and Mutations: Assessments as Tactics for Action in WAC

Partnerships.” Co-written with Daniel Kenzie. WAC Journal 27 (2016) 118-141.

Sanchez, Fernando.“Artifacts of Design in Technical Communication: Values, Positions, and

Roles.” Journal of Technical Writing and Communication 47.3 (2017) 359-391.

Sanchez, Fernando.“Locating Queer Rhetorics: Revealing Local Infrastructures through Maps.”

Co-written with Don Unger. Computers and Composition 38 (2015): 96-112.

Sanchez, Fernando.“Engaging Writing about Writing Theory and Multimodal Praxis: Remediating

WaW for First Year Composition’.” Cowritten with Liz Lane and Tyler Carter. Composition

Studies 42.2 (2014): 118-146.

Sanchez, Fernando.“Creating Accessible Spaces for ESL Students Online.” WPA: Writing Program

Administration 37.1 (2013): 161-185.

Sanchez, Fernando.“Queer Transgressions: Same-Sex Desire and Transgendered Representations in

Aravind Adiga’s The White Tiger.” Transcripts 2 (2012): 176-190.

Branson, Tyler, James Chase Sanchez, Sarah Robbins, and Catherine Wehlburg. “Collaborative

Ecologies of Emergent Assessment: Challenges and Benefits Linked to a Writing-based

Institutional Partnership.” College Composition and Communication 69.2 (2017): 287-316.

Shapiro, Shawna, and James Chase Sanchez. “Looking for the Middle Ground at Middlebury: Local

Exigencies, Campus Controversies, and the Composition Classroom.” Pedagogy. Co-authored

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with Shawna Shapiro. Forthcoming December 2019.

Sanchez, James Chase. Producer, Man on Fire. Dir. Joel Fendelman. 2018 (54 mins long). New Day

Films.

This documentary film stems from my research on Moore’s self-immolation against racism in my hometown of

Grand Saline, TX. The film investigates the histories and folklore of the area through interviews with locals and

questions what led Moore to complete this act. The film has screened at over 10 festivals, and premiered on

PBS on Dec. 17th, 2018.

Sanchez, James Chase. “Postulating a Stereotype: A Rhetorical View of Chinese Immigration in

East of Eden.” Steinbeck Review 9.2 (2012): 39-52. Print.

Daniel-Wariya, Joshua, and James Chase Sanchez. “Race within the Machine: Ambient Actions and

Racial Ideology.” Rhetorical Machines. Ed. John Jones and Lavinia Hirsu. Advanced Contract

with the University of Alabama Press. In Press.

Sanchez, James Chase, and Kristen R. Moore. “Reappropriating Public Memory: Racism,

Resistance and Erasure of the Confederate Defenders of Charleston Monument.” Present Tense: A

Journal of Rhetoric in Society 5.2 (2015).

Sanchez, James Chase. “Recirculating our Racism: Public Memory and Folklore in East Texas.”

Inventing Place: Writing Lone Star Rhetorics. Ed. Casey Boyle and Jenny Rice. Southern Illinois

UP. 75-87.

Sanchez, James Chase, and Tyler Branson. “The Role of Composition Programs in De-

Normalizing Whiteness in the University: Programmatic Approaches to Racial Pedagogies.”

Writing Program Administration 39.2 (2016): 47-52.

Sanchez, James Chase. “Trump, the KKK, and the Versatility of White Supremacy.” Journal of

Contemporary Rhetoric 8.½ (2018): 44-56. Web.

Sánchez, Raúl. “First, A Word.” Beyond Postprocess. Eds. Sidney I. Dobrin, J.A. Rice, and Michael

Vastola. Logan, UT: Utah State UP, 2011. 183-194.

___. The Function of Theory in Composition Studies. Albany: SUNY, 2005.

___. “In Terms of Writing As Such.” Ecology, Writing Theory, and New Media: Writing Ecology. Ed.

Sidney I. Dobrin. New York: Routledge, 2012. 24-33.

___. Inside the Subject: A Theory of Identity for the Study of Writing. CCCC Studies in Writing and

Rhetoric. Urbana: NCTE, 2017.

___. “Moving Knowledge Forward.” College Composition and Communication 70 (2018): 111-125.

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___. “Outside the Text: Retheorizing Empiricism and Identity.” College English 74 (2012): 234-246.

___. “Theory Building for Writing Studies.” WPA: Writing Program Administration 39 (2015): 141-

157.

___. “Writing.” In Ruiz and Sánchez. 77-89.

Serna, Elias. “Regeneración Newspaper in Los Angeles: Radical Plans, Polemics and Traditions of the PLM.”

In Regeneración: Three Generations of Revolutionary Ideology (art show catalogue). Pilar Tomkins-Rivera, ed..

Los Angeles & Mexico City: Vincent Price Art Gallery (ELAC) and La Casa de el Hijo del Ahuizote,

2018.

Serna, Elias. “Latinas/os and Assimilation, Acculturation.” U.S. Latino Issues, 2 nd Edition, Rudolfo Acuña.

Broomfield, CO: Greenwood/Praeger, Spring 2017.

Serna, Elias. “‘You Can Ban Chicano Books, But They’ll Still Pop Up!’: Activism, Public Discourse and Decolonial

Curriculums in Los Angeles.” In White Washing American Education: The New Culture Wars in Ethnic

Studies. Denise Sandoval, et. al. eds.. Broomfield, CO: Praeger Publishers, Fall 2016.

Serna, Elias. “The Eagle Meets the Seagull: The Critical, Kairotic and Public Rhetoric of Raza

Studies Now in Los Angeles.” Reflections: A Journal of Public Rhetoric, Civic Writing, and Service

Learning. 12.3. (2013): 80-93. Print.

Serna, Elias. “Tempest, Arizona: Criminal Epistemologies and the Rhetorical Possibilities of

Raza Studies.” The Urban Review. 45.1. (March 2013): 41-57. Print.

Serna, Elias. “The Raza Studies Discipline and Why We Need It in Los Angeles High Schools.”

Regeneracion: The Association of Raza Educators Journal. Vol. 3 (1), Winter 2012.

Soto Vega, Karrieann. “Creating Decolonial Spaces of Puerto Rican Activism on Facebook” Digital

Rhetoric Collaborative, 20 Dec. 2017.

Soto Vega, Karrieann. “Maker Session F9—Academic Activists: Pro-Immigrant Radical Feminist

Praxis in Dangerous Times” Digital Rhetoric Collaborative, 6 Nov. 2017.

Soto Vega, Karrieann. “In Typical Decolonial Fashion, Puerto Ricans Rise Up” FeministCampus.

A program of Feminist Majority, 17 Oct. 2017.

Soto Vega, Karrieann. “Sociocultural Affordances of Using a Musical/Multimodal/Multilingual

Approach in a Puerto Rican/Transnational Composition Classroom” Journal of Global

Literacies, Technologies, and Emerging Pedagogies 3.1 (2015): 374-387.

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Soto Vega, Karrieann. “Glocal Feminist Healing Histories Across D’Map” with Iris Ruiz. Coalition

of Feminist Scholars in the History of Rhetoric and Composition (2016).

http://cwshrc.org/actionhour2016/

Soto Vega, Karrieann. “Social Media & the Politics of Collegiality: An Interview with Steven

Salaita” with Vani Kannan. Journal of Academic Freedom 6 (2015): 1-11.

Soto Vega, Karrieann. “Thinking Collectively about Academic Labor” with Allison Hitt, Tamara

Isaak, Ben Keubrich, Jana Rosinski, Eileen Schell, Tony Scott, and Jeff Simmons. Present

Tense: A Journal of Rhetoric in Society 3.2 (2014).

Soven, Margot, Dolores Lehr, Siskanna Naynaha, and Wendy Olson, eds. Linked Courses for General

Education and Integrative Learning: A Guide for Faculty and Administrators. Sterling, VA: Stylus,

2013. Print.

Rogers, Rebecca & Trigos-Carrillo, Lina. (2017). Intersecting Intellectual Trajectories:

Multiliteracies and Critical Discourse Analysis.. 91-105.

Trigos-Carrillo, Lina & Rogers, Rebecca. (2017). Latin American Influences on Multiliteracies:

From Epistemological Diversity to Cognitive Justice. Literacy Research: Theory, Method,

and Practice. 66. 373-388. 10.1177/2381336917718500.

Rogers, Rebecca, Schaenen, Inda, Schott, Christopher, O'Brien, Kathryn, Trigos-Carrillo, Lina,

Starkey, Kim & Chasteen, Cynthia. (2016). Critical Discourse Analysis in Education: A

Review of the Literature, 2004 to 2012. Review of Educational Research. 86. 1192–1226.

10.3102/0034654316628993.

Gilles, Carol, Trigos-Carrillo, Lina, Wang, Yang, Stegall, Jennifer & Bumgarner, Barry. (2013). "

Working with my mentor is like having a second brain/hands/feet/eyes": Perceptions of

Novice Teachers. English Journal, 78-86.

Trigos Carrillo, Lina, & Jenniffer Lopera. "Guided use of writing prompts to improve academic

writing in college students." Forma y Función 24.2 (2011): 103-125.

Villanueva, Victor. A Language and Power Anthology: Representations of Race in a “Post-Racist” Era (with

Robert Eddy), Provo: Utah State UP, 2014.

Villanueva, Victor. On Language and Value: Political Economies of Rhetoric and Composition (with Wendy

Olson and Siskanna Naynaha), Provo: Utah State UP, forthcoming, 2017.

38


Villanueva, Victor. Cross-Talk in Comp Theory: A Graduate Reader, 3rd edition (with Kristin Arola for

the 3 rd edition), Urbana: NCTE (1997, 2003), 2011.

Villanueva, Victor. Rhetorics of the Americas: 3114 BCE to 2012 CE (with Damián Baca), New York:

Palgrave Macmillan, 2009.

Villanueva, Victor. Latino/a Discourses: On Language, Identity, and Literacy Education (with Michelle Hall

Kells and Valerie Balester), Portsmouth, NH: Heinneman, 2004.

Villanueva, Victor. Language Diversity in the Classroom: From Intention to Practice (with Geneva

Smitherman), Carbondale, IL: Southern Illinois UP, 2003.

Villanueva, Victor. Included in English Studies: Learning Climates That Cultivate Racial and Ethnic Diversity

(with Shelli B. Fowler), Washington, DC: American Association for Higher Education, 2002.

Villanueva, Victor. Bootstraps: From an American Academic of Color, Urbana: NCTE, 1993

Villanueva, Victor. · “’I am Two Parts’: Collective Subjectivity and the Leader of Academics and

the Othered,” College English, May 2017 (79:5), 482-494.

Villanueva, Victor· “Puerto Rico: A Neoliberal Crucible” Journal of Cultural Economics (UK),

November 2014 (8:1) 1-13.

Villanueva, Victor.“Subversive Complicity and Basic Writing Across the Curriculum,” Journal of Basic

Writing, 32:1, 2013, 1-14.

Villanueva, Victor. “Of Kin and Community,” English Journal, September 2011, 108-110.

Villanueva, Victor. “Of Ideologies, Economies, and Cultures: Three Meditations on the Arizona

Border,” Present Tense: A Journal of Rhetoric in Society, April 2011 (I:2), Online.

Villanueva, Victor. “Colonial Memory and the Crime of Rhetoric,” College English, July 2009, 630-

638.

Villanueva, Victor. “Blind: Racism and Responsibility,” Writing Center Journal, January 2006, 3-19.

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Villanueva, Victor. “The Rhetorics of the New Racism and the Four Master Tropes,” First Year

Honors Composition: An Online Journal, October 2005.

Villanueva, Victor. “Memoria is a Friend of Ours: On the Discourse of Color,” College English,

September 2004, 1-10.

Villanueva, Victor. “The Politics of the Personal: Storying Our Lives Against the Grain” (with

Deborah Brandt, Ellen Cushman, Anne Ruggles Gere, Anne Herrington, Richard E. Miller,

Min-Zhan Lu, and Gesa Kirsch), College English, September 2001, 41-62.

Villanueva, Victor. “On The Rhetoric and Precedents of Racism,” College Composition and

Communication, Summer 1999, 89-105.

Villanueva, Victor. The Norton Book of Composition Studies, Susan Miller (ed.), New York: Norton,

2009.)

Villanueva, Victor. “Theory in the Basic Writing Classroom? A Practice,” Journal of Basic Writing,

Spring 1997, 79-90.

Villanueva, Victor. “The Voice of Voices in the Writer of Color,” English Journal, December 1995,

68-69.

Villanueva, Victor. “On Doing Our Jobs While Keeping Our Jobs,” Arizona English Bulletin, Winter

1994, 3-8.

Villanueva, Victor. “Hegemony: From an Organically Grown Intellectual,” PRE/TEXT: A Journal of

Rhetorical Theory, Spring/Summer 1992, 18-34.

Villanueva, Victor. “Whose Voice Is It Anyway? Rodriguez’ Speech in Retrospect,” English Journal,

December 1987, 17-21.

Villanueva, Victor. Conversations, John L. Selzer (ed.), NY: Macmillan, 1996 (latest ed. 2002, through

five editions);

Villanueva, Victor. Reading, Writing, and Reasoning (2 nd ed.), M. Sternglass (ed.) New York: Macmillan,

1991;

Villanueva, Victor. A Sense of Value, C. & A. Thaiss (eds.), Mountain View, CA: Mayfield, 1993;

Villanueva, Victor. Making Literature Matter, J. Schilb & J. Clifford, New York: Bedford/St. Martin’s

2003, 2006, through four editions.)

Villanueva, Victor. “Now I Teach the Writing Process” (with M.J. Vivion), Kansas English,

November 1986, 3-16.

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Villanueva, Victor. “Calling a White a White.” Rhetorics of Whiteness: Postracial Hauntings in Popular

Culture, Social Media, and Education. Tammie M. Kennedy, Joyce Irene Middleton, and Krista

Ratcliffe (eds.), Provo: Utah State UP, 2017, 253-254.

Villanueva, Victor. “Metonymic Borders and Our Sense of Nation.” Crossing Borders, Drawing

Boundaries: The Rhetoric of Lines Across America. Barbara Couture and Patricia Wojahn (eds.),

Provo: Utah State UP, 2016, 29-42.

Villanueva, Victor. “Writing Provides a Representation of Ideologies and Identities,” Naming What

We Know: Threshold Concepts of Writing Studies. Linda Adler-Kassner and Elizabeth Wardle

(eds.), Provo: Utah State UP, 2015, 57-59.

Villanueva, Victor. “The Rhetorics of Racism: A Historical Sketch.” Writing Centers and the New

Racism: A Call for Sustainable Dialogue and Change. Laura Greenfield and Karen Rowan (eds.),

Provo: Utah State UP, 2011.

Villanueva, Victor. “Rhetoric, Racism, and the Remaking of Knowledge Making in Composition.”

The Changing of Knowledge in Composition: Contemporary Perspectives. Lance Massey and Richard

Gebhart (eds.), Provo: Utah State UP, 2011.

Villanueva, Victor. “Storylines on the New Racism: Student Narratives, Teacher Narratives, and

Public Narratives.” Narrative Acts: Rhetoric, Race and Identity, Action. Debra Journet, Beth

Boehm, and Cynthia Britt (eds.), New York: Hampton, 2011, 113-128.

Villanueva, Victor. “Pedro Albizu Campos: A Victim of Rhetoric.” Latinos and Latinas in US History

and Culture. David Leonard and Carmen R. Lugo-Lugo (eds.), New York: M.E. Sharpe,

2010.

Villanueva, Victor. “Reflections: Beyond Multilingual ‘Awareness’ in Comp.” Cross-Language Relations

in Composition. Bruce Horner, Min-Zhan Lu, and Paul Matsuda (eds.), Carbondale: Southern

Illinois UP, 2010, 244-250.

Villanueva, Victor. “The First ‘Indians’: The Taínos of the Second Voyage of Columbus.” Rhetorics of

the Americas: 3114 BCE to 2012 CE. Damián Baca and Victor Villanueva (eds.), New York:

Palgrave Macmillan, 2010, 15-20.

Villanueva, Victor. “Colonial Memory, Colonial Research: A Preamble to a Case Study.” Beyond the

Archives: Research as a Lived Process. Gesa Kirsch and Liz Rohan (eds.), Carbondale, IL:

Southern Illinois UP, 2008, 83-92.

Villanueva, Victor. “Reflections: “On the Rhetoric and Precedents of Racism.” Views from the Center:

The CCCC Chairs’ Addresses 1977-2005. Duane Roen (ed.), New York: Bedford/St. Martin’s,

2006, 352-369.

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Villanueva, Victor. “Research in Rhetoric” (with C.Jan Swearingen and Susan McDowall). Research

on Composition: Multiple Perspectives on Two Decades of Change. Peter Smagorinsky (ed.), New

York: Teachers College Press, 2006, 170-186.

Villanueva, Victor. “Toward a Political Economy of Rhetoric (or A Rhetoric of Political

Economy).” Radical Relevance: Toward a “Whole Left.” Laura Gray-Rosendale and Steven

Rosendale (eds.), Albany: SUNY, 2005, 57-65.

Villanueva, Victor. “When the Multicultural Leaves the Race: Some Common Terms Reconsidered.”

The Relevance of English: Teaching that Matters in Students’ Lives. Robert P. Yagelski and Scott A.

Leonard (eds.), Urbana: NCTE, 2002, 36-51.

Villanueva, Victor. “Cuentos de mi Historia: An Art of Memory.” Personal Effects: The Social Character of

Scholarly Writing, Deborah Holdstein and David Bleich (eds.), Provo: Utah UP, 2001, 267-76.

Villanueva, Victor. “The Politics of Literacy Across the Curriculum.” WAC for the New Millennium:

Strategies for Continuing Writing-Across-the-Curriculum Programs, Susan McLeod, Eric Miraglia,

Margot Soven, and Christopher Thaiss (eds.), Urbana: NCTE, 2001, 165-78.

Villanueva, Victor. “The Student of Color and Contrastive Rhetoric.” Finding Pathways to Success In

School: Culturally Responsive Teaching. Etta R. Hollins and Eileen I. Oliver (eds.), Mahwah, NJ:

Erlbaum, 1999, 107-123.

Villanueva, Victor. “Bearing Repetition: Some Assumptions.” Grading in the Post-Process Classroom:

From Theory to Practice. Libby Allison, Lizbeth Bryant, and Maureen Hourigan (eds.), Boston:

Heinemann, 1998, 176-179.

Villanueva, Victor. “An Introduction to Social Scientific Discussions on Class.” Coming To Class:

Pedagogy and the Social Class of Teachers. Gary Tate, Alan Shepard, and John McMillan (eds.),

Portland, ME: Boynton/Cook-Heinemann, 1998, 267-282.

Villanueva, Victor. “Shoot Out at the I’m OK, You’re OK Corral.” Narration as Knowledge. Joe

Trimmer (ed.), Boston: Heinemann, 1998, 43-50.

Villanueva, Victor. “Scenes from an Individual of Color: On Individuals and Individualism.” The

Communication of Prejudice, Michael Hecht (ed.), Thousand Oaks, CA: Sage, 1997, 235-245.

Villanueva, Victor. “Literacy, Culture, and the Colonial Legacy.” The Politics of Multiculturalism, Robert

Eddy (ed.), Yarmouth, ME: Intercultural Press, 1996, 79-99.

Villanueva, Victor. “Hispanic/Latino Writing: Rhetorical Differences.” Encyclopedia of English Studies

and Language Arts, 2 Vols. Alan C. Purves (ed.), New York: Scholastic, 1994, 1220-1234.

Villanueva, Victor. “’Rhetoric is Politics,’ Said the Ancient. ‘How Much So,’ I Wonder.” Writing

Theory and Critical Theory, John Clifford and John Schilb (eds.), New York: Modern Language

Association, 1994, 327-334.

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Villanueva, Victor. “On Writing Groups, Class, and Culture: Studying Oral and Literate Language

Features.” Writing With: New Directions in Collaborative Teaching, Learning, and Research, Sally

Barr Reagan, Thomas Fox, and David Bleich (eds.), New York: State University of New

York Press, 1994, 123-139.

Villanueva, Victor. “Considerations for American Freireistas.” Politics of Writing Instruction:

Postsecondary, Richard Bullock and John Trimbur (eds.), Boston: Boynton/Cook, 1990, 247-

262.

Villanueva, Victor. “Solamente Inglés and Hispanics,” Not Only English: Affirming America’s Multilingual

Heritage, Harvey Daniels (ed.), Urbana: NCTE, 1990, 77-85.

Whitney, Justin G. "The 2010 Citizens Clean Elections Voter Education Guide: Constructing the

“Illegal Immigrant” in the Arizona Voter." Journal of Technical Writing and Communication 43.4

(2013): 437-455.

Williams and Pimentel, Octavio (eds). Communicating Race, Ethnicity, and Identity in Technical

Communication. New York: Baywood Press, 2014.

Williams, Mirriam and Pimentel, Octavio Eds. Race, Ethnicity, and Technical Communication: Examining

Multicultural Issues within the United States. Special Issue of Journal of Business and Technical

Communication 26.3 (2012). Print.

Williams, Mirriam and Pimentel, Octavio. "Introduction: Race Ethnicity and Technical

Communication." Race, Ethnicity, and Technical Communication: Examining Multicultural Issues

within the United States. Special Issue of Journal of Business and Technical Communication

26.3 (2012). Print.

Zepeda, Candace. “QUEST First-Year Writing Program: Our Lady of the Lake University.” Working

Writing Programs: A Reference of Innovations, Issues, and Opportunities: WPA Program Profiles

Collection. Ed. Byrna SIegel Finer. Utah State: University Press, 2016. Print.

Zepeda, Candace. “Chicana Feminism.” Decolonizing Rhetoric and Composition Studies: New Latinx

Keywords for Theory and Pedagogy. Eds. Iris Ruiz and Raúl Sánchez.. New York: Palgrave, 2016.

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