Vol. 14 Núm. 2 (2020): Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies

Publicado: 2020-09-08

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INTRODUCTION

Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies

José M. Aguilar-Hernández, Cindy Cruz

5-22
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RESEARCH ARTICLES

Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education

Omi S. Salas-SantaCruz

23-43
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Cyborg Jotería Pedagogies: Latinx Drag Queens Leveraging Communication Ecologies in the Age of the Digital and Social Displacement

José Ramón Lizárraga, Arturo Cortez

44-66
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Imagining the Future of Jotería Studies as a Framework in the Field of Higher Education

Antonio Duran, Roberto C. Orozco, Sergio A. Gonzalez

67-86
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Joaquin’s Refusal: An Embodied and Geographic Active Subjectivity

Andrea Del Carmen Vázquez

87-104
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Centering the “T”: Envisioning a Trans Jotería Pedagogy

Jack Caraves

104-123
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The Power of Testimonio Pedagogy: Teaching Chicana Lesbian Fiction in a Chicana Feminisms Course at a Predominantly White Institution in the Midwest

Tanya Diaz-Kozlowski

124-144
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Reading and Remembering Butch-Femme Worlds

Wanda Alarcón

145-171
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