ADELANTE PUBLICATIONS

Book
Delgado Bernal, D. & Alemn, E. Jr. (In Press, 2016). Transforming Educational Pathways for
Chicana/o Students: A Critical Race Feminista Praxis. NY: Teachers College Press.
Articles and Chapters
Morales, S., Mendoza, S., Delgado Bernal, D. (In Press, 2016). Education in Nepantla: A
Chicana Feminist Approach to Engaging Latina/o Elementary Youth in Ethnic
Studies. White Washing American Education: The New Culture Wars In
Ethnic Studies. Santa Barbara: Praeger Publishers.
Delgado Bernal, D., Alemn, E. Jr., Morales, S., & Mendoza, S. (Forthcoming, 2017). Critical
Race Feminista Methodology: The Challenges and Promises of Preparing Graduate
Students in Community Engaged Research. In N. Deeb-Sossa and A. De La Torre
((Eds.). From the Fields and the Trenches: Community Empowerment, Sustainability and
Community Based Research in Chicana/o Studies. Tucson: University of Arizona Press.
Mendoza, S., & Morales, S. (Forthcoming, 2017). EntreMundos: Extending Anzaldas
Borderlands to Latina/o Elementary Youth. In A.I. Fukushima, R. Gonzalez, L.
Maparyan, A. Revilla, & M. Richardson (Eds.). Third Woman Press Anthology. San
Antonio, TX: Third Woman Press.
Flores Carmona, J. (Forthcoming, 2017). Motherists Pedagogies of Cultural Citizenship:
Claiming Rights and Space in a Xenophobic Era. In M. Castaeda & J.
Krupczynski (Eds.). Learning from Diverse Latina/o Communities: Social Justice
Approaches to Civic Engagement. NYU Press.
Freire, J. A. & Valdez, V. E. (Accepted). Dual language teachers stated barriers to the
implementation of culturally relevant pedagogy. Bilingual Research Journal.
Morales, S., & Mendoza, S. (Under Review). Ratchet of the Earth: Brown Youth Resistance in
Neoliberal Schooling Contexts. Journal of Critical Education Policy Studies.
Alemn, E. Jr., McKinney, A., Freire, J. & Delgado Bernal, D. (Under Review). CommunityBased Pathways To Higher Education: A Snapshot of School Culture, Partnership
Building & Teacher Perceptions. Teachers College Record.
Alemn, E. Jr., Delgado Bernal, D., & Cortez, E. (2015). A Chican@ Pathways Model of
Accin: Affirming the Racial, Cultural, and Academic Assets of Students, Families and
Communities. Association of Mexican American Educators Journal, 9(1), 13-27.
Mendoza, S. (2014). The Adelante Oral History Project as a Site of Decolonial Potential in
Transforming School Curriculums. Regeneacin Tlacuilolli: UCLA Raza Studies Journal,
1(1), 11-26.
Flores Carmona, J. (2014). Cutting Out their Tongues: Mujeres Testimonios and the Malintzin
Researcher. Journal of Latino/Latin American Studies 2014, 6(2), 113-124.
Alemn, E. Jr., Delgado Bernal, D., & Mendoza, S. (2013). Critical Race Methodological
Tensions: Nepantla in Our Community-Based Praxis. In M. Lynn & A. Dixson
(Eds.) Handbook of Critical Race Theory in Education (325-338). New York: Rutledge.
Alemn, E. Jr., Perez-Torres, J., Oliva, N. (2013). Adelante en Utah: Dilemmas of Leadership

and College Access in a University School-Community Partnership. Journal of Cases in

Educational Leadership, 16(3), 7-30.
Flores Carmona, J. & Delgado Bernal, D. (2012). Oral Histories in the Classroom: The Latina/o
Home as a Pedagogical Site. In Sleeter, C.E. & Soriano Ayala, E. (Eds.) Building
Solidarity between Schools and Marginalized Communities: International
Perspectives (114-130). New York: Teachers College Press.
Delgado Bernal, D., Alemn, E. Jr., & Garavito, A. (2009). Latina/o Undergraduate Students
Mentoring Latina/o Elementary Students: A Borderlands Analysis of Shifting Identities
and First-Year Experiences. Harvard Educational Review, 79(4), 560-585.
Delgado Bernal, D., Alemn, E. Jr., & Flores, J. (2008). Transgenerational and Transnational
Latina/o Cultural Citizenship Among Kindergarteners, Their Parents, and University
Students in Utah. Social Justice, 34(2), 28-49.