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).

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.

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).

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, Español, 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.

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.

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 standards-driven 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.

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/to-move.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 Publishing Space 1, 2018, http://constell8cr.com/issue-1/listening-to-stories-practicing-cultural-rhetorics-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.

Cortez, José M., and Romeo García. “The absolute limit of Latinx writing.” College Composition and Communication 71.4 (2020): 566-590.

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 cross-cultural 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 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.

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.

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. “Building Transdisciplinary Connections between Composition Studies and Technical Communication to Understand Multilingual Writing Processes.” College English, vol. 82, no. 5, 2020, pp. 460-471.

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.

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.


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 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.

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)

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.

Houtchens, Bobbi Ciriza. (1997). “Teachers for the Dream.”English Journal, 86(4) 64–66.

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.

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-et-al/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 Children’s Literature.” Changing English. Vol. 18, Iss. 4. 2011.

Jiménez-García, Marilisa. “Side-by-Side: At the Intersections of Latinx Studies and ChYALit.” The Lion and the Unicorn. Vol. 41, Iss. 1 The Johns Hopkins University Press. 2017 pp. 113-122.

Jiménez-García, Marilisa. "Old Forgotten Children's Books" at CUNY: Centro Library's (Unofficial) Children's Literature Collection.” The Journal of the History of Childhood and Youth, vol. 9, no. 1, pp. 7-14 2016

Johnson, Lucy A. Instructors Manual. Writer/Designer: A Guide to Making Multimodal Projects. 2nd Edition. Arola, Kristin L., Jenny Sheppard, and Cheryl E. Ball. Boston: Bedford/ St. Martin’s Press, 2017 (In production).  

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 Carnival: Teaching Digital Rhetoric After the Election. Sweetland Digital Rhetoric Collaborative. 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.)

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.

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.

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 first-grade 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-line-publications/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.

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 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.

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.

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: 21st 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, vol. 2, 2014, pp 1-24.

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, Cruz, and Perla Luna. “‘Publishing Is Mystical’: The Latinx Caucus Bibliography, Top-Tier Journals, and Minority Scholarship." Rhetoric Review, vol. 39, no.3, 2020, pp. 303-316.

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-...

Mejia, Jaime Armin. “Bridging Rhetoric and Composition Studies with Chicano and Chicana Studies: A Turn to Critical Pedagogy.” Latino/a Discourses: On Language, Identity & Literacy Education. Eds. Kells, Michelle H, Valerie M. Balester, and Victor Villanueva. Portsmouth, NH: Boynton/Cook Publishers/Heinemann, 2004. 40-56. Print.

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.

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 well-known 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
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

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.

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.” <http://wrt-howard.syr.edu/Bibs/Latina.htm>. 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

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)

---. “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.

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.

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 Collaborative/UM/Sweetland Press.

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.

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.

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 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.

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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.

Villanueva, Victor. Cross-Talk in Comp Theory: A Graduate Reader, 3rd edition (with Kristin Arola for the 3rd 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.

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.

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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.

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Villanueva, Victor. Reading, Writing, and Reasoning (2nd 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.

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.

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.

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.

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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.

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