Papers by Leticia Alvarez
Journal of Community Engagement and Scholarship, 2012
The profiles of American communities are among the most dynamic in recent history. This qualitati... more The profiles of American communities are among the most dynamic in recent history. This qualitative study examines collaboration between an urban community and The University of Utah. The Communities Together Advocacy Project illustrates parents’ perspectives on the effectiveness of an advocacy training program and their subsequent leadership roles within a community. Findings speak to parent advocates as critical stakeholders in community-university partnerships.
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Association of Mexican American Educators Journal, 2015
This research examines how high-school-aged undocumented immigrant Latinas/os and their families ... more This research examines how high-school-aged undocumented immigrant Latinas/os and their families resist being marginalized in schools and in communities. These young people and their families are part of a university intergenerational participatory action research collective, Family School Partnership2 (FSP), located within an urban high school in the western mountain region of the US. The theoretical framework for the intergenerational collective research is rooted in Participatory Action Research (PAR). My analysis focuses upon the disjuncture among the dominant notions of family engagement and the exclusionary practices of schools towards Latina/o undocumented students and their families. Findings suggest that despite the plethora of “inclusive” policies adapted by school districts, undocumented students and their families in my study perceived schools as exclusionary, especially with regards to family engagement and equitable educational opportunities. My research chronicles how...
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Journal of Family Diversity in Education, 2018
This study examines a grassroots effort to work collaboratively with a group of immigrant student... more This study examines a grassroots effort to work collaboratively with a group of immigrant students, their families, and educators at an urban high school. Using PAR as a methodological tool, we explore how a group of high school students along with their families resist racial stigmatization and marginalization. These young people and families were part of a university intergenerational collective, Family School Partnership (FSP) that worked along-side teachers in an urban high school located in Salt Lake City, Utah. This article focuses on how PAR can be a pedagogical tool to support immigrant young people and their families as they resist oppressions in schools while offering teachers, pre-service teachers and graduate students unique preparation experiences for working with and learning from immigrant students.
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Gender and Education, 2019
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International Journal of Multicultural Education, 2016
This article describes a community-based participatory action research project (PAR), “Voces Dive... more This article describes a community-based participatory action research project (PAR), “Voces Diversas e Importantes” [Diverse and Important Voices] that the intergenerational Family School Partnership (FSP) collective enacted to support citizenship participation and increase the possibilities undocumented Latina/o students and families have for transforming practices and perspectives within the school context and community. In this PAR project undocumented young people and their families challenge the notion that legal citizenship alone provides educational rights and equity. Central to this study is how participants troubled and disrupted the racialization and gendered components of citizenship as well transformed their participation into leadership practices that leveraged organizational changes and heightened positive educational pathways for young undocumented students in the high school.
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cultural geographies, 2015
Engaging the contradictions of global restructuring that produce the school-to-sweatshop pipeline... more Engaging the contradictions of global restructuring that produce the school-to-sweatshop pipeline for undocumented students, our analysis makes visible the relationship between racialized cultural practices of exclusion in educational spaces and the production of ‘illegality’. Our theorizing draws upon participatory action research with intergenerational community partnerships based in Salt Lake City, Utah, that share commitments to the collective participation and action of those most affected by the ‘intimate dispossessions’ of capital accumulation. In our inquiry, we attend to the places and practices of social reproduction – the school, family and home – mining the loopholes of policy and the contours of subjectivity to uncover the critical potential of everyday struggles.
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Pedagogia Social Revista Interuniversitaria, 2014
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The Urban Review, 2013
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Latino Studies, 2009
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Routledge Handbook of Gender and Feminist Geographies, 2020
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Theory Into Practice, 2013
ABSTRACT The aim of this article is to provide indispensable background information about the sig... more ABSTRACT The aim of this article is to provide indispensable background information about the significance of how anti-Latino immigration policies impact unauthorized 2 2. The dehumanizing terms alien, illegal, and criminal are often used interchangeably to perpetuate xenophobic ideologies. In this article, I use unauthorized and undocumented interchangeably to challenge the dehumanization and criminalization of individuals based on their immigration status. View all notes and mixed status students and families, particularly from Mexico and Central America. Throughout this article, I maintain that understanding issues of anti-Latino immigration are essential for the prospect of education and for the future of the profession in the United States. I argue that teacher education students and professional educators should be trained and provided professional development to be zealously knowledgeable and recognize how anti-Latino immigration discourses spill into the education profession and how these are interconnected with local and school politics. I advocate that professional educators associate themselves with local and national social justice movements that attempt to divert anti-Latino discriminatory social and educational policies that limit educational access and ultimately belittle the philosophy and practices of the profession. Last, the article concludes with a call to action.
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Hispanic Journal of Behavioral Sciences, 2007
This study draws from a social domain framework to explore judgments of parental authority in a M... more This study draws from a social domain framework to explore judgments of parental authority in a Mexican origin familial context. The sample included 277 ninth-grade youth (M = 14.53 years, SD = .61) and one of each of their parents. The average age of mothers was 39.88 ...
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Routledge Handbook of Gender and Feminist Geographies, 2020
The anti-apartheid wisdom of ‘Nothing about us, without us, is for us’, resonates strongly with t... more The anti-apartheid wisdom of ‘Nothing about us, without us, is for us’, resonates strongly with the commitment of critical participatory action research (PAR) to value knowledges that are historically marginalized and produced through collaboration and in action. In this spirit, this chapter engages with the promises and potential of PAR as a transformative social justice project that is epistemologically and ontologically rooted in democratic participation and critical inquiry and in conversation with social movements. Drawing upon Mestizo Arts & Activism Collective’s participatory research projects, we discuss the role of critical PAR in the struggle for immigration rights.
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Papers by Leticia Alvarez