Sofia A Villena
Datos Biográficos
| ID | 84227 |
|---|---|
| NOMBRE | Sofia A Villena |
| NOMBRES | Sofia A |
| APELLIDO | Villena |
| FIRMA | VILLENA S A |
| AFILIACIONES | Cornell University |
| ORCID | 0000-0002-9812-3695 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 314 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 11 |
Working Against the Grain and Engaging Other Worlds of Sense-Making 2021 Past President's Address
This article is a slightly revised version of the 2021 Past President's address delivered virtually at the annual meeting of the American Anthropological Association. I reflect on refusing the terms of dominant sensemaking in education and suggest that one of the most productive parts of our work is when it calls us into relationships and to engage deeply with the diverse desires for life and justice that children, families, and communities hold
Mentoring the next generation of scholars in the anthropology of education
The Imperative for Social Foundations Revisited
Warren and Venzant Chambers (2020) raised an important concern about the marginalization and elimination of social foundations of education in educator preparation. Yet, their focus on “an essential tripartite coalition of disciplinary perspectives” encapsulated in sociology, history, and philosophy runs counter the interdisciplinary nature of social foundations
Pedagogies of being with
This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/sm…
Here, There, and Back Again with the Social Foundations of Education
This article narrates a parallel personal and professional journey of scholarly engagement with the field of the social foundations of education and its home in the American Educational Studies Association. It draws on Gloria Anzaldúa's (2000 Anzaldúa, G. E. (2000). Interviews/Entrevistas (A. Keating, ed.). New York, NY: Routledge. [Google Scholar]) notion of conocimiento as multileveled and connective knowings, and María Lugones's (2008 Lugones,…
Aesa 2012 Presidential Address “What My Community Means To Me”
This article invites imaginings of democracy and education with and through “other” knowledges. It argues for the possibilities of working across difference as articulated in the transnational, border, and decolonial perspectives of Chicana/Latina feminisms. Specifically, it explores Gloria Anzaldúa's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic prax…
As We Embark on a New Editorship
The legacy of Derrick Bell and Latino/a education
In this article, we trace Bell’s influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell’s theor…
Race talk and school equity in local print media
This article examines how a progressive, rural/small city community in the USA wrestles with race, racism, and school equity in the public arena of print media. It inquires into the tensions, limitations, and possibilities for race-conscious discourse in the face of both explicit racist hate speech and benevolent liberal race talk. Based on ethnographic and cultural discourse analyses of local print media, this article draws from critical race an…
Pedagogies from Nepantla
This article describes a process of testimonial co-creation between two teacher educators. We created testimonios in dialogue to examine who we are, how we “know,” and how we teach as Chicana/Latina educators of prospective teachers in predominantly white institutions (PWIs). An active exploration of our lived experiences growing up as racialized, gendered, and classed Chicanas/Latinas reveal both “the theory of our practice and the practice of o…
Ethnographiesde Lucha(of Struggle) in Latino Education
In this article, I describe the fight back imperatives of Latino educational ethnography at a time when Latino children's education continues to be the battleground for nation and culture wars. I briefly trace the expansion of the field of Latino educational ethnography during the last two decades, and point to the possibilities for the future of Latino ethnographies de lucha as social movement. [Latino education, ethnography, agency, social move…
Diaspora and the Anthropology of Latino Education
In this article, I highlight the challenges, tensions, and affinities between Latino educational anthropology and diaspora studies. Some of the urgent questions include attention to new Latino destinations, transnationalism, and Latino diversity. It concludes by suggesting future pathways through Latina feminist thought
Latina/Chicana feminist postcolonialities
To imagine, theorize and participate in educational and community‐building practices in diverse societies is part and parcel of the de‐colonial project of un/tracking the movements of educational a
Commentary
To valerse por si misma between race, capitalism, and patriarchy
(2001). To valerse por si misma between race, capitalism, and patriarchy: Latina mother-daughter pedagogies in North Carolina. International Journal of Qualitative Studies in Education: Vol. 14, No. 5, pp. 671-687
Introduction
(2001). Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto, y educacion in everyday life. International Journal of Qualitative Studies in Education: Vol. 14, No. 5, pp. 595-602
Latina Mothers and Small-Town Racisms
Within the context of relatively new immigration and settlement in North Carolina, this ethnographic study highlights Latina mothers' narratives and conversations about a moral family education. Their narratives involved the claiming of el hogar (the home space) in the midst of the English-speaking community's attempts to define their families and childrearing practices as "problem." With a race-based feminist perspective, this article examines t…
Noises in the attic
This process-video on the topic of graduate students and junior faculty of color in higher education represents musings around the issues that are involved in racism and the assumptions that are a part of that ideology. Using the lens of Critical Race Theory as described by Bell (1987), the conversations that took place in a video-recording studio were analyzed for themes that represent the experience of being "the fly in the milk," at a White ac…
"Other" Encounters
Critical Race Theory and Ethnographies Challenging the Stereotypes
In this article, Villenas and Deyhle use the lens of Critical Race Theory (CRT) to examine Latino schooling and family education as portrayed in seven recent ethnographic studies. They argue that CRT provides a powerful tool to understand how the subordination and marginalization of people of color is created and maintained in the United States. The ethnographic studies of Latino education are filled with the stories and voices of Latino parents …
The Colonizer/Colonized Chicana Ethnographer
In this article, Sofia Villenas describes her experience of being caught in the midst of oppressive discourses of "othering" during her work as a Chicana ethnographer in a rural North Carolina Latino community. While Villenas was focusing on how to reform her relationship with the Latino community as "privileged" ethnographer, she missed the process by which she was being co-opted by the dominant English-speaking community to legitimate their dis…
This Ethnography Called My Back
Critical Race Theory and Ethnographies Challenging the Stereotypes
In this article, Villenas and Deyhle use the lens of Critical Race Theory (CRT) to examine Latino schooling and family education as portrayed in seven recent ethnographic studies. They argue that CRT provides a powerful tool to understand how the subordination and marginalization of people of color is created and maintained in the United States. The ethnographic studies of Latino education are filled with the stories and voices of Latino parents …
Latina Mothers and Small-Town Racisms
Within the context of relatively new immigration and settlement in North Carolina, this ethnographic study highlights Latina mothers' narratives and conversations about a moral family education. Their narratives involved the claiming of el hogar (the home space) in the midst of the English-speaking community's attempts to define their families and childrearing practices as "problem." With a race-based feminist perspective, this article examines t…
To valerse por si misma between race, capitalism, and patriarchy
(2001). To valerse por si misma between race, capitalism, and patriarchy: Latina mother-daughter pedagogies in North Carolina. International Journal of Qualitative Studies in Education: Vol. 14, No. 5, pp. 671-687
Introduction
(2001). Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto, y educacion in everyday life. International Journal of Qualitative Studies in Education: Vol. 14, No. 5, pp. 595-602
The legacy of Derrick Bell and Latino/a education
In this article, we trace Bell’s influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell’s theor…
Ethnographiesde Lucha(of Struggle) in Latino Education
In this article, I describe the fight back imperatives of Latino educational ethnography at a time when Latino children's education continues to be the battleground for nation and culture wars. I briefly trace the expansion of the field of Latino educational ethnography during the last two decades, and point to the possibilities for the future of Latino ethnographies de lucha as social movement. [Latino education, ethnography, agency, social move…
Latina/Chicana feminist postcolonialities
To imagine, theorize and participate in educational and community‐building practices in diverse societies is part and parcel of the de‐colonial project of un/tracking the movements of educational a
Diaspora and the Anthropology of Latino Education
In this article, I highlight the challenges, tensions, and affinities between Latino educational anthropology and diaspora studies. Some of the urgent questions include attention to new Latino destinations, transnationalism, and Latino diversity. It concludes by suggesting future pathways through Latina feminist thought
"Other" Encounters
Commentary
Pedagogies of being with
This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/sm…
Aesa 2012 Presidential Address “What My Community Means To Me”
This article invites imaginings of democracy and education with and through “other” knowledges. It argues for the possibilities of working across difference as articulated in the transnational, border, and decolonial perspectives of Chicana/Latina feminisms. Specifically, it explores Gloria Anzaldúa's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic prax…
Race talk and school equity in local print media
This article examines how a progressive, rural/small city community in the USA wrestles with race, racism, and school equity in the public arena of print media. It inquires into the tensions, limitations, and possibilities for race-conscious discourse in the face of both explicit racist hate speech and benevolent liberal race talk. Based on ethnographic and cultural discourse analyses of local print media, this article draws from critical race an…
As We Embark on a New Editorship
The Imperative for Social Foundations Revisited
Warren and Venzant Chambers (2020) raised an important concern about the marginalization and elimination of social foundations of education in educator preparation. Yet, their focus on “an essential tripartite coalition of disciplinary perspectives” encapsulated in sociology, history, and philosophy runs counter the interdisciplinary nature of social foundations
Noises in the attic
This process-video on the topic of graduate students and junior faculty of color in higher education represents musings around the issues that are involved in racism and the assumptions that are a part of that ideology. Using the lens of Critical Race Theory as described by Bell (1987), the conversations that took place in a video-recording studio were analyzed for themes that represent the experience of being "the fly in the milk," at a White ac…
The Colonizer/Colonized Chicana Ethnographer
In this article, Sofia Villenas describes her experience of being caught in the midst of oppressive discourses of "othering" during her work as a Chicana ethnographer in a rural North Carolina Latino community. While Villenas was focusing on how to reform her relationship with the Latino community as "privileged" ethnographer, she missed the process by which she was being co-opted by the dominant English-speaking community to legitimate their dis…
Critical Race Theory and Ethnographies Challenging the Stereotypes
In this article, Villenas and Deyhle use the lens of Critical Race Theory (CRT) to examine Latino schooling and family education as portrayed in seven recent ethnographic studies. They argue that CRT provides a powerful tool to understand how the subordination and marginalization of people of color is created and maintained in the United States. The ethnographic studies of Latino education are filled with the stories and voices of Latino parents …
Noises in the attic
This process-video on the topic of graduate students and junior faculty of color in higher education represents musings around the issues that are involved in racism and the assumptions that are a part of that ideology. Using the lens of Critical Race Theory as described by Bell (1987), the conversations that took place in a video-recording studio were analyzed for themes that represent the experience of being "the fly in the milk," at a White ac…
"Other" Encounters
To valerse por si misma between race, capitalism, and patriarchy
(2001). To valerse por si misma between race, capitalism, and patriarchy: Latina mother-daughter pedagogies in North Carolina. International Journal of Qualitative Studies in Education: Vol. 14, No. 5, pp. 671-687
Introduction
(2001). Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto, y educacion in everyday life. International Journal of Qualitative Studies in Education: Vol. 14, No. 5, pp. 595-602
Latina Mothers and Small-Town Racisms
Within the context of relatively new immigration and settlement in North Carolina, this ethnographic study highlights Latina mothers' narratives and conversations about a moral family education. Their narratives involved the claiming of el hogar (the home space) in the midst of the English-speaking community's attempts to define their families and childrearing practices as "problem." With a race-based feminist perspective, this article examines t…
Commentary
Latina/Chicana feminist postcolonialities
To imagine, theorize and participate in educational and community‐building practices in diverse societies is part and parcel of the de‐colonial project of un/tracking the movements of educational a
Diaspora and the Anthropology of Latino Education
In this article, I highlight the challenges, tensions, and affinities between Latino educational anthropology and diaspora studies. Some of the urgent questions include attention to new Latino destinations, transnationalism, and Latino diversity. It concludes by suggesting future pathways through Latina feminist thought
Pedagogies from Nepantla
This article describes a process of testimonial co-creation between two teacher educators. We created testimonios in dialogue to examine who we are, how we “know,” and how we teach as Chicana/Latina educators of prospective teachers in predominantly white institutions (PWIs). An active exploration of our lived experiences growing up as racialized, gendered, and classed Chicanas/Latinas reveal both “the theory of our practice and the practice of o…
Ethnographiesde Lucha(of Struggle) in Latino Education
In this article, I describe the fight back imperatives of Latino educational ethnography at a time when Latino children's education continues to be the battleground for nation and culture wars. I briefly trace the expansion of the field of Latino educational ethnography during the last two decades, and point to the possibilities for the future of Latino ethnographies de lucha as social movement. [Latino education, ethnography, agency, social move…
The legacy of Derrick Bell and Latino/a education
In this article, we trace Bell’s influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell’s theor…
Race talk and school equity in local print media
This article examines how a progressive, rural/small city community in the USA wrestles with race, racism, and school equity in the public arena of print media. It inquires into the tensions, limitations, and possibilities for race-conscious discourse in the face of both explicit racist hate speech and benevolent liberal race talk. Based on ethnographic and cultural discourse analyses of local print media, this article draws from critical race an…
As We Embark on a New Editorship
Aesa 2012 Presidential Address “What My Community Means To Me”
This article invites imaginings of democracy and education with and through “other” knowledges. It argues for the possibilities of working across difference as articulated in the transnational, border, and decolonial perspectives of Chicana/Latina feminisms. Specifically, it explores Gloria Anzaldúa's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic prax…
Here, There, and Back Again with the Social Foundations of Education
This article narrates a parallel personal and professional journey of scholarly engagement with the field of the social foundations of education and its home in the American Educational Studies Association. It draws on Gloria Anzaldúa's (2000 Anzaldúa, G. E. (2000). Interviews/Entrevistas (A. Keating, ed.). New York, NY: Routledge. [Google Scholar]) notion of conocimiento as multileveled and connective knowings, and María Lugones's (2008 Lugones,…
Pedagogies of being with
This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/sm…
The Imperative for Social Foundations Revisited
Warren and Venzant Chambers (2020) raised an important concern about the marginalization and elimination of social foundations of education in educator preparation. Yet, their focus on “an essential tripartite coalition of disciplinary perspectives” encapsulated in sociology, history, and philosophy runs counter the interdisciplinary nature of social foundations
Mentoring the next generation of scholars in the anthropology of education
This Ethnography Called My Back
Working Against the Grain and Engaging Other Worlds of Sense-Making 2021 Past President's Address
This article is a slightly revised version of the 2021 Past President's address delivered virtually at the annual meeting of the American Anthropological Association. I reflect on refusing the terms of dominant sensemaking in education and suggest that one of the most productive parts of our work is when it calls us into relationships and to engage deeply with the diverse desires for life and justice that children, families, and communities hold
Sociology (20 obras) · Critical Race Theory in Education (17 obras) · Gender Studies (15 obras) · Political science (12 obras) · Anthropology (8 obras) · Gender Studies (8 obras) · Law (8 obras) · Pedagogy (8 obras) · Social science (7 obras) · Law (6 obras)