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---. “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)
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de los Ríos, C.V. (forthcoming). Bilingual Vine making: Disrupting hegemonic discourses in a secondary Chicanx/Latinx studies course. Learning, Media and Technology.
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.
García, Romeo and Damián Baca, eds. Rhetorics Elsewhere and Otherwise: Contested Modernities, Decolonial Visions. CCCC Studies in Writing & Rhetoric (forthcoming,
García, Romeo, Kate Navickas and Adela Licona. Introduction. The Best of the Independent Rhetoric and Composition Journals 2015. Parlor Press, 2017.
García, Romeo. “Unmaking Gringo-Centers.” The Writing Center Journal, vol. 36, no. 1, 2017, pp. 29-60.
García, Romeo. “On the Cusp of Invisibility: Opportunities and Possibilities of Literacy Narratives.” Open Words by Pearson, 2017.
García, Romeo. Book Review of Tropic Tendencies: Rhetoric, Popular Culture, and the Anglophone Caribbean. Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning, vol. 17, no. 1, 2017, pp. 199-205. (book review)
García, Romeo. Book Review of Reclaiming Poch@ Pop: Examining the Rhetoric of Cultural Deficiency. Rhetoric Society Quarterly, vol. 45, no. 4, 2015, pp. 387-391. (book review)
García, Romeo. Book Review of Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911. Enculturation: A Journal of Rhetoric, Writing, and Culture, vol. 20, 2015, np. (book review)
Garcia de Mueller, Genevieve. “Digital Dreams: The Rhetorical Power of Online Resources for DREAM Act Activists.” Linguistically Diverse Immigrant and Resident Writers. Eds Todd Ruecker and Christine Ortmeier-Hooper. Routledge, 2016.
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Gonzales, Laura, & Zantjer, R. (2015). Translation as a User-Localization Practice. Technical Communication, 62(4), 271-284.
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
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 Nicholas Medina, and Gloria J. Howerton. “Requiem for an Autopsy: A Response to Owens' ‘A Partial Rhetorical Autopsy of Tucson's Now-Illegal Ethnic Studies Classes.’” College English, vol. 80, no. 6, 2018, pp. 539-550.
Martinez, Aja Y. and William Broussard. “Storytelling as #Resistance.” Diverse Issues in Higher Education. 14 February 2018, http://diverseeducation.com/article/110251/.
Martinez, Aja Y. “A Plea for Critical Race Theory Counterstory: Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.” Best of the Journals in Rhetoric and Composition 2015-2016. Eds. Steve Parks, Brian Bailie, Romeo Garcia, Adela C. Licona, Kate Navickas, and David Blakesley. Parlor press, 2017, pp. 263-288.
Martinez, Aja Y. “Alejandra Writes a Book: A Critical Race Counterstory about Writing, Identity, and Being Chicanx in the Academy.” Praxis: A Writing Center Journal, vol. 13, no. 2, 2016, pp. 56-61.
Martinez, Aja Y. “A Personal Reflection on Chican@ Language and Identity in the US-Mexico Borderlands: English Language Hydra as Past and Present Imperialism.” Why English? Confronting the Hydra. Ed.Vaughan Rapatahana, Robert Phillipson, Pauline Bunce, and Ruanni Tupas. Bristol: Multilingual Matters, 2016, pp. 211-219.
Martinez, Aja Y. “A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.” Performing Anti-Racist Pedagogy in Rhetoric, Writing, and Communication. Ed. Frankie Condon and Vershawn Ashanti Young. Parlor Press, 2015, pp. 65-86.
Martinez, Aja Y. “Critical Race Theory: Its Origins, History, and Importance to the Discourses and Rhetorics of Race.” Frame—Journal of Literary Studies, vol. 27, no. 2, 2014, pp. 9-27.
Martinez, Aja Y. “A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory Dialogues Concerning Alejandra’s ‘Fit’ in the Academy.” Composition Studies, vol. 42, no. 2, 2014, pp. 33-55.
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. “Identity, Decolonialism, and Digital Archives.” Composition Studies, vol. 45, no. 2, 2017, pp. 222-225.
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. Eds. 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. “Tweeting Collaborative Identity: Race, ICTs and Performing Latinidad.” Communicating Race, Ethnicity, and Identity in Technical Communication. Eds. Miriam Williamson and Octavio Pimentel. Amityville: Baywood Publishing, 2014. 63-86.
Medina, Cruz. “(Who Discovered) America: Ozomatli and the Mestiz@ Rhetoric of Hip Hop.” Alter/Nativas: Latin American Cultural Studies Journal. 2. (2014): 24pp.
Medina, Cruz, and Octavio Pimentel, editors. Racial Shorthand: Coded Discrimination Contested in Social Media. Logan: Computers and Composition Digital P/Utah State UP, 2018, http://ccdigitalpress.org/shorthand.
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.
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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.
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Ortego y Gasca, Philip D. We are Chicanos: An Anthology of Mexican-American Literature. Washington Square Press, 1973.
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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
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Osorio, S. (2016). The Culturally Inclusive Educator: Good Intentions are Not Enough.
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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.
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Pimentel, Octavio (with Miriam Williams). Eds Communicating Race, Ethnicity, and Identity in Technical Communication. New York: Baywood Publishing Press, 2014.
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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.
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Ruiz, Iris. Book Review in: Reflections: A Journal of Writing, Service Learning and Community Literacy Volume 14, 2014.
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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.
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Sanchez, Fernando.“Re-Experiencing Space: Mapping Campus Terrains through Disabilities” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. 18.3 (2018).
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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.
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