MCE Publications

Recent Publications by Multicultural Coalition Members

Araujo, B. (2016). Migrant Farmworker Student’s Counterstories: Contradicting Immigration Myths and Stereotypes.. Journal of Critical Pedagogy, 7(1), 8-28.

Araujo, B., de la Piedra, M., Esquinca, A. Transfronterizos in schools: The case of a dual language program on the US/Mexico border. Arizona Press.

Araujo, B., Ashley, R., Baptiste, H. P. (2015). Research Trends in Multicultural Education. Multicultural education: A  renewed paradigm of transformation and call to action (pp. 155-172). San Franscisco, CA: Cado Gap Press.

Araujo, B., Flores Carmona, J., Parra, J. L., Chavez, R. C. (2014). Digital explorations along the Borderlands: Transfronterizo youth, testimonio, and personal learning networks.. International Journal of Information Communication Technologies and Human Development, 6(2), 16-31. www.IGI-Global.com

Araujo, B. (2013). Real and Symbolic Violence in the U.S. Mexico Border and the Capital Student’s Use in Response. International Journal of Qualitative Research, 3(26), 263-278..
Araujo, B. (2012). Knowledge from the Fields: A Migrant Farmworker Students Community Cultural Wealth. Diaspora, Indigenous and Minority Education..

Araujo, B. (2011). The College Assistance Migrant Program: A Valuable Resource for Migrant Farmworker Students. Journal of Hispanic Higher Education..

Baptiste, H. P., Ashley, Ryan, & Araujo, Blanca Eds. (2015). Multicultural Education: A Renewed Paradigm of Transformation and Call to Action. San Francisco, CA: Cado Gap Press.

Baptiste, H. P., Neakrase, J. J., Ryan, A. (2011). Relevant issues that challenge the designing of transformative, liberating on-line science education. In Gulsun Kurubacak and T. Volkan Yuzer (eds) (Ed.), Handbook of research on transformative on-line and liberation: models for social equality (pp. 47-66).

Chavez, R. C., Araujo, B. (2011). Fences, Taco Stands, Panaderías, & Fear: Globalization & Latin@ Students as Collateral Damage. In Alfredo Benavidez (Ed.), Hispanics in the Southwest: Issues of Immigration, Education, Health, & Public Policy. Herndon, Virginia: Bilingual Press, Arizona State University, and Stylus Publishing, Herndon, VA..

Cortez, R., Flores Carmona, J. (2014). Apartheid of Knowledge in Higher Education: Testimonios of Mujeres in Academia. In Pierre Orelus and Rochelle Brock (Ed.), Interrogating Critical Pedagogy: The Voices of Educators of Color in the Movement (pp. 60-75).

De la Piedra, M., Araujo, B. (2012). Literacies Crossing Borders: The Literacy Practices of Transnational Students in a Dual Language Program on the U.S-Mexico Border. Language and Intercultural Communication, 12(3), 214-229.

De la Piedra, M., Araujo, B. (2012). Transfronterizo Literacies and Content in a Dual Language Program. International Journal of Bilingual Education and Bilingualism, 1-17.

Delgado Bernal, Dolores, Burciaga, Rebeca, & Carmona, Judith Eds. (2016). Chicana/Latina Testimonios as  Pedagogical, Methodological, and Activist Approaches to Social Justice. New York, NY: Routledge.

Flores Carmona, J. (2017). Motherists’ Pedagogies of Cultural Citizenship: Claiming Rights and Space in a Xenophobic Era. Civic Engagement in Diverse Latina/o Communities: Learning from Social Justice Partnerships in Action (pp. 25).

Flores Carmona, J. (2017). Pedagogical Border Crossings: Testimonio of a Mexicana Academic. Journal of Latinos and Education.

Flores Carmona, J.., Araujo, B., Troncoso, O., Chavez, R. C. (2016). Untold Stories of Stahmann Farms Special Report: Preserving the untold stories of Stahmann Farms. News Channel Nine. http://www.elpasoproud.com/news/local/el-paso-news/untold-stories-of-stahmann-farms.

Flores Carmona, J. (2014). Cutting Out Their Tongues: Translated Mujeres’ Testimonios. Journal of Latino-Latin American Studies (JOLLAS)., 6(4).

Flores Carmona, J. (2011). Veracruz to Amherst: Undocumented Student to Postdoctoral Fellow. Chicana/Latina Studies: The Journal of MALCS, 10(2), 32-39.

Chavez, R. C., Araujo, B. (2011). Fences, Taco Stands, Panaderías, & Fear: Globalization & Latin@ Students as Collateral Damage. In Alfredo Benavidez (Ed.), Hispanics in the Southwest: Issues of Immigration, Education, Health, & Public Policy. Herndon, Virginia: Bilingual Press, Arizona State University, and Stylus Publishing, Herndon, VA..

Cortez, R., & Flores Carmona, J. (2014). Apartheid of Knowledge in Higher Education: Testimonios of Mujeres in Academia. In Pierre Orelus and Rochelle Brock (Ed.), Interrogating Critical Pedagogy: The Voices of Educators of Color in the Movement (pp. 60-75).

De la Piedra, M., Araujo, B. (2012). Literacies Crossing Borders: The Literacy Practices of Transnational Students in a Dual Language Program on the U.S-Mexico Border. Language and Intercultural Communication, 12(3), 214-229.

De la Piedra, M., Araujo, B. (2012). Transfronterizo Literacies and Content in a Dual Language Program. International Journal of Bilingual Education and Bilingualism, 1-17.

Delgado Bernal, Dolores, Burciaga, Rebeca, & Flores Carmona, Judith Eds. (2016). Chicana/Latina Testimonios as  Pedagogical, Methodological, and Activist Approaches to Social Justice. New York, NY: Routledge.

Flores Carmona, J. (in press). A Culturally Relevant Pedagogy at the Core: When Common Teachers Make a Difference. To appear in National Forum of Educational Administration & Supervision Journal.

Haynes Writer, J., Francis, L. I., Sanchez, G. (2015). “Reading the (De)Colonized World: Cultural Literacy for Laguna Pueblo Students.”. In K Shanton (Ed.), Critical literacy struggles: Laboring for self-determination, solidarity and sovereignty.. Lanham, Maryland: University Press of America.

Haynes Writer, J., Baptiste, H. P. (2017). On Sustaining a Quality Education for All Students. Guest editors’ introduction to the special issue, “Sustaining a Quality Education for All Students”.. Kappa Delta Pi Record,, 53((4),), 155-156.

Haynes Writer, J. (2017). Sustaining the Essence: [Tribal Nation] Community Values, Knowledges and Ways of Being.. Kappa Delta Pi Record,, 53(4), 168-173..

Haynes Writer, J., Uribe-Florez, L. J., Araujo, B. (in press). [Un]Consciously [Dis]Serving English Learners: A Reflection of Bilingual Teacher Educators on the Border.. In A. E. Lopez & E. L. Olan (Eds.), (Ed.), Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an era of Change,. Information Age Publishing, Charlotte, NC.. in the Standards-Based Classroom (2nd Edition). Teachers College Press.

Haynes Writer, Jeanette, & Baptiste, H. P. Eds. (2017). Special issue, “Sustaining A Quality Education for All Students,”. Kappa Delta Pi Record,, 53(4).

Haynes Writer, J. (2013). “Native Resistance through Art: A Contestation of History through Dialogue, Representation, and Action”.

Haynes Writer, J., Oesterrich, H. (2012). “Native Women Teacher Candidates “With Strength”: Rejecting Deficits and Restructuring Institutions Utilizing Tribal Critical Race Theory.”. Association of Teacher Educators (ATE) Teacher Education Yearbook XX:, 33(5-6), 509-523.

Haynes Writer, J. (2012). “The Savage Within: No Child Left Behind—Again, and Again, and Again.”. In Association of Teacher Educators (ATE) Commission on American Indian Education (Ed.), Standing Together: Indigenous Education as Culturally Responsive Pedagogy..

Haynes Writer, J., Baptiste, H. P. (2012). “Realizing Students’ Everyday Realities: Community Analysis as a Model for Social Justice. [Reprint]. In Nancy Galavan (Ed.), Annual Editions: Multicultural Education 16/e. McGraw-Hill Contemporary Learning Series. (pp. 241-247). McGraw-Hill Publishers.

Haynes Writer, J. (2010). “Broadening the Meaning of Citizenship Education: Native Americans and Tribal Nationhood.”. Action in Teacher Education, 32(2), 70-81.

Haynes Writer, Jeanette, & Pewewardy, C. Eds. (2010). “Indigenous Peoples’ Perspectives on Multicultural Education.”. Multicultural Perspectives, 12(4).

Huerta, L. M. (2017). Investigación dialéctica materialista: Retomando el compromiso social en la investigación. Investigar y evaluar en educación (pp. 69-99). Círculo Rojo Editorial.

Huerta, L. M. (2015). Develar la verdad detrás de la ilusión: Reflexiones críticas sobre los Consejos Técnicos Escolares (CTE). In Cecilia G. Villalpando-Sifuentes et al. (Ed.), Transformación o simulación en la práctica del CTE en educación básica (pp. i-viii). Ciudad Juarez, Chihuahua: Borderlands Studies Publishing House.

Neakrase, J. J., Baptiste, H. P., Ryan, A., Villa, E. (2012). “Science for All” through reflective interactions: Analyzing online instructional models, learning activities and virtual resources in Meta-Communication for reflective online conversations: models for distance education.. Meta-Communication for reflective online conversations: models for distance education. Hershey, PA: IGI Global.

Reyes, C. M., Hernandez, C. M., Baptiste, H. P. (2014). Sociocultural factors influencing online instruction: A Latina perspective. IGI Global. www.igi-global.com

Uribe-Florez, L. J., Araujo, B., Haynes Writer, J. (in press). Unconsciously (De)Serving English Users: A Reflection of Bilingual Educators on the Border.

Uribe-Florez, L. J., Araujo, B., Franzak, M., Haynes Writer, J. (2014). Mathematics, Power, and Language: Implications from Lived Experiences to Empower English Learners. Action in Teacher Education (ATE), 36(3), 234-246.