Julio Cammarota
Biographic Data
| ID | 158052 |
|---|---|
| NAME | Julio Cammarota |
| GIVEN NAMES | Julio |
| FAMILY NAME | Cammarota |
| SIGNATURE | CAMMAROTA J |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 315 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 10 |
Exploring the Multidimensions of Wellbeing that Latinx Youth Experienced When they Engaged in Critical Action Toward Anti-Immigrant Politics
Latinx youth are often engaged in critical action to transform social injustices, yet we know little about the wellbeing of Latinx youth activists. This study draws on critical ethnographic research to understand the multidimensions of wellbeing that Latinx youth experienced when they engaged in critical action toward anti-immigrant politics during the Trump Era. Data collected through open-ended interviews with Latinx youth who participated in s…
The battle for curriculum: Arrested semantics and reconciling racism with Critical Race Theory and Ethnic Studies
US Republican lawmakers continue their nationwide crusade against Critical Race Theory because it unsettles the racial state. We argue that the partisan attacks on Ethnic Studies and CRT are motivated by White American fears of racial reconciliation. An honest review of our racial past and present through a critical race lens would upset the United States' centuries-long colonial racial project, whose maintenance and containment are dependent on …
The psychological rages of Whiteness: Acceptable casualties and the White American identity
W.E.B. Du Bois states that psychological wages of Whiteness (1935) are unearned wages granted to White people of any class; including access to spaces and opportunities reserved solely for their use, enjoyment and ownership. This article discusses how White rage is a deadly expression of anger toward BIPOC11 Black, Indigenous, People of Colour. who are a perceived threat against the systemic maintenance of psychological wages of Whiteness. Theref…
Cultivating hope through creative resistance: Puerto Rican undergraduates surviving the disasters of climate and colonization
This article details what occurred during a youth participatory action research (YPAR) project involving Puerto Rican undergraduates who at first focused their analysis on how their experiences with Hurricane María could be framed as resiliency and then eventually adopted a framework of resistance to further capture their actions, stances, and practices in response to government neglect. The YPAR generative process facilitated this emergence of r…
Taking the Teachers to School! Critical Consciousness Emerging: A Qualitative Exploration of Mexican American Youth’s Social Justice Orientation Development
Liberatory Practices for Learning: Dismantling Social Inequality and Individualism with Ancient Wisdom
The arc of transformation in youth participatory action research: Creative expression to creative resistance
In this introduction to the special issue, Youth Participatory Action Research on Puerto Rican Students' Experiences with Hurricane Maria : Shifting from Resilience to Resistance , we outline the theoretical foundations of youth participatory action research (YPAR) and explicate the guiding principles that are seminal in the corpus of YPAR literature. We propose a synthesized model based on these guiding principles called the arc of transformatio…
Liberatory Practices for Learning: Dismantling Social Inequality and Individualism with Ancient Wisdom
You trying to make me feel stupid or something?”: Countering dehumanization of Latin@ youth through a liberating pedagogy of praxis
This ongoing ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. The researcher spent 180+ hours over 14 months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data were collected in high schools, during activities, and during youth pres…
Race war in Arizona: Reflections on the ethnic studies ban and white hegemony
The praxis of ethnic studies: Transforming second sight into critical consciousness
This article focuses on a youth participatory action research (YPAR) program called the Social Justice Education Project (SJEP) that fostered young people of color’s critical consciousness. Their critical consciousness emerged through praxis (reflection/action) while focusing on preserving ethnic studies in Tucson, Arizona. Because the SJEP home was in ethnic studies, the youth also struggled to keep their program alive. The Arizona Department of…
Challenging Colorblindness in Arizona: Latina/o Students’ Counter-Narratives of Race and Racism
This essay reviews Latina/o students' counter-narratives challenging colorblindness. The author highlights the experiences of students from Tucson Unified School District's Mexican American Studies program. By examining student counter-narratives, the author also identifies race-related terms that are more suitable for dialogue among and with young Latinas/os of the post-civil rights generation
By the time I get to Arizona’: Race, language, and education in America’s racist state
This article reports on research projects conducted primarily by first and second generation Mexican American high school students who document how school relationships are shaped by Arizona's racist political discourses. They conducted observations of their school experiences and then wrote up what they were observing in field notes. Field note data focus on how political discourse shapes school climate, especially around speaking Spanish, and t…
Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal With Social Justice Education
The authors discuss how participatory action research (PAR) informs the pedagogy and epistemology of the social justice education. PAR facilitates students’ engagement in their social context and acquisition of knowledge to initiate personal and social transformation. The scope of research contains knowledge about social justice issues negatively influencing the students’ experiences. This knowledge is essential for what has been described as soc…
The Value of a Multicultural and Critical Pedagogy: Learning Democracy Through Diversity and Dissent
Prevents public schools in Arizona from including any courses, classes, or school sponsored activities within the program of instruction that feature or promote as truth any political, religious
Blindsided by the Avatar: White Saviors and Allies Out of Hollywood and in Education
Any real change implies the breakup of the world as one has always known it, the loss of all that gave one an identity, the end of safety. And at such moment, unable to see and not daring to imagin
Notes from the Ethnic Studies home front: Student protests, texting, and subtexts of oppression
The protest against Arizona House Bill 2281 designed to ban Ethnic Studies from K-12 public schools on 12 May 2010 in Tucson resulted in 15 arrests. Students walked out of their classrooms in large numbers to defend their Mexican American Studies curriculum and program. Based primarily on participant observation of the protest, the authors examine the pedagogies of transformational resistance, interrogate HB 2281’s repressive aspects, and illumin…
From Hopelessness to Hope: Social Justice Pedagogy in Urban Education and Youth Development
This article reviews the social justice youth development (SJYD) model conceptualized to facilitate and enhance urban youth awareness of their personal potential, community responsibility, and broader humanity. The SJYD requires the healing of youth identities by involving them in social justice activities that counter oppressive conditions preventing healthy self-identification. Data from a school-based organization in Tucson called the Social J…
Revolutionizing Education: Youth Participatory Action Research in Motion
A Barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism
In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education …
The Generational Battle for Curriculum: Figuring Race and Culture on the Border
This article reviews the circumstances behind the Arizona Superintendent of Public Instruction's attack on Mexican American/Raza Studies, which led to the battle at the Tucson Unified School District's board meeting. Additionally, I provide a theoretical explanation of why those who are vehemently outspoken against Ethnic Studies tend to be White senior citizens while those speaking in favor are often youthful Mexican Americans. Drawing from Marg…
The Cultural Organizing of Youth Ethnographers: Formalizing a Praxis-Based Pedagogy
This article illustrates how elements of praxis within George Spindler's cultural therapy and Paul Willis's cultural production are useful precedents for a praxis-based pedagogy. I argue that combining the praxis elements within cultural therapy and cultural production engenders a third mode of ethnographic praxis that I call "cultural organizing." The article provides an example of cultural organizing among Latina/o high school students in Tucso…
A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment With a Challenging, Socially Relevant Curriculum
This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars…
Youth activism in the urban community: Learning critical civic praxis within community organizations
Research on African‐American and Latina/o youth has been dominated by studies that focus on ‘problem’ adolescent behavior. Typically, they explain youth crime, delinquency, and violence as individual pathological behavior or cultural adaptations stemming from social disorganization in their communities. This article argues for a more nuanced understanding of the relationship between youth‐serving organizations and youth agency in urban communitie…
A Critically Compassionate Pedagogy for Latino Youth
Youth activism in the urban community: Learning critical civic praxis within community organizations
Research on African‐American and Latina/o youth has been dominated by studies that focus on ‘problem’ adolescent behavior. Typically, they explain youth crime, delinquency, and violence as individual pathological behavior or cultural adaptations stemming from social disorganization in their communities. This article argues for a more nuanced understanding of the relationship between youth‐serving organizations and youth agency in urban communitie…
The Gendered and Racialized Pathways of Latina and Latino Youth: Different Struggles, Different Resistances in the Urban Context
This article explores the student resistances that shape orientations to schooling. Drawing on a study of Latina/o youth, I examine how race and gender influence whether they perceive education as oppressive or useful in resisting oppression. The key lever that may alter their perceptions is how school and society treat Latinos differently from Latinas. This study shows how ethnography can inspire pedagogical practices that bolster urban students…
From Hopelessness to Hope: Social Justice Pedagogy in Urban Education and Youth Development
This article reviews the social justice youth development (SJYD) model conceptualized to facilitate and enhance urban youth awareness of their personal potential, community responsibility, and broader humanity. The SJYD requires the healing of youth identities by involving them in social justice activities that counter oppressive conditions preventing healthy self-identification. Data from a school-based organization in Tucson called the Social J…
A Barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism
In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education …
The praxis of ethnic studies: Transforming second sight into critical consciousness
This article focuses on a youth participatory action research (YPAR) program called the Social Justice Education Project (SJEP) that fostered young people of color’s critical consciousness. Their critical consciousness emerged through praxis (reflection/action) while focusing on preserving ethnic studies in Tucson, Arizona. Because the SJEP home was in ethnic studies, the youth also struggled to keep their program alive. The Arizona Department of…
Blindsided by the Avatar: White Saviors and Allies Out of Hollywood and in Education
Any real change implies the breakup of the world as one has always known it, the loss of all that gave one an identity, the end of safety. And at such moment, unable to see and not daring to imagin
By the time I get to Arizona’: Race, language, and education in America’s racist state
This article reports on research projects conducted primarily by first and second generation Mexican American high school students who document how school relationships are shaped by Arizona's racist political discourses. They conducted observations of their school experiences and then wrote up what they were observing in field notes. Field note data focus on how political discourse shapes school climate, especially around speaking Spanish, and t…
The Cultural Organizing of Youth Ethnographers: Formalizing a Praxis-Based Pedagogy
This article illustrates how elements of praxis within George Spindler's cultural therapy and Paul Willis's cultural production are useful precedents for a praxis-based pedagogy. I argue that combining the praxis elements within cultural therapy and cultural production engenders a third mode of ethnographic praxis that I call "cultural organizing." The article provides an example of cultural organizing among Latina/o high school students in Tucso…
Notes from the Ethnic Studies home front: Student protests, texting, and subtexts of oppression
The protest against Arizona House Bill 2281 designed to ban Ethnic Studies from K-12 public schools on 12 May 2010 in Tucson resulted in 15 arrests. Students walked out of their classrooms in large numbers to defend their Mexican American Studies curriculum and program. Based primarily on participant observation of the protest, the authors examine the pedagogies of transformational resistance, interrogate HB 2281’s repressive aspects, and illumin…
The arc of transformation in youth participatory action research: Creative expression to creative resistance
In this introduction to the special issue, Youth Participatory Action Research on Puerto Rican Students' Experiences with Hurricane Maria : Shifting from Resilience to Resistance , we outline the theoretical foundations of youth participatory action research (YPAR) and explicate the guiding principles that are seminal in the corpus of YPAR literature. We propose a synthesized model based on these guiding principles called the arc of transformatio…
You trying to make me feel stupid or something?”: Countering dehumanization of Latin@ youth through a liberating pedagogy of praxis
This ongoing ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. The researcher spent 180+ hours over 14 months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data were collected in high schools, during activities, and during youth pres…
Race war in Arizona: Reflections on the ethnic studies ban and white hegemony
A Critically Compassionate Pedagogy for Latino Youth
Latinos, Inc: The Marketing and Making of a People
Latinos, Inc.: The Marketing and Making of. People. Arlene Dávila. Berkley, CA, and London, UK: University of California Press, 2001. xv. 287 pp. (Cloth US$55.00; Paper US$22.50)
Challenging Colorblindness in Arizona: Latina/o Students’ Counter-Narratives of Race and Racism
This essay reviews Latina/o students' counter-narratives challenging colorblindness. The author highlights the experiences of students from Tucson Unified School District's Mexican American Studies program. By examining student counter-narratives, the author also identifies race-related terms that are more suitable for dialogue among and with young Latinas/os of the post-civil rights generation
The Value of a Multicultural and Critical Pedagogy: Learning Democracy Through Diversity and Dissent
Prevents public schools in Arizona from including any courses, classes, or school sponsored activities within the program of instruction that feature or promote as truth any political, religious
The battle for curriculum: Arrested semantics and reconciling racism with Critical Race Theory and Ethnic Studies
US Republican lawmakers continue their nationwide crusade against Critical Race Theory because it unsettles the racial state. We argue that the partisan attacks on Ethnic Studies and CRT are motivated by White American fears of racial reconciliation. An honest review of our racial past and present through a critical race lens would upset the United States' centuries-long colonial racial project, whose maintenance and containment are dependent on …
Exploring the Multidimensions of Wellbeing that Latinx Youth Experienced When they Engaged in Critical Action Toward Anti-Immigrant Politics
Latinx youth are often engaged in critical action to transform social injustices, yet we know little about the wellbeing of Latinx youth activists. This study draws on critical ethnographic research to understand the multidimensions of wellbeing that Latinx youth experienced when they engaged in critical action toward anti-immigrant politics during the Trump Era. Data collected through open-ended interviews with Latinx youth who participated in s…
Taking the Teachers to School! Critical Consciousness Emerging: A Qualitative Exploration of Mexican American Youth’s Social Justice Orientation Development
The Generational Battle for Curriculum: Figuring Race and Culture on the Border
This article reviews the circumstances behind the Arizona Superintendent of Public Instruction's attack on Mexican American/Raza Studies, which led to the battle at the Tucson Unified School District's board meeting. Additionally, I provide a theoretical explanation of why those who are vehemently outspoken against Ethnic Studies tend to be White senior citizens while those speaking in favor are often youthful Mexican Americans. Drawing from Marg…
Latinos, Inc: The Marketing and Making of a People
Latinos, Inc.: The Marketing and Making of. People. Arlene Dávila. Berkley, CA, and London, UK: University of California Press, 2001. xv. 287 pp. (Cloth US$55.00; Paper US$22.50)
The Gendered and Racialized Pathways of Latina and Latino Youth: Different Struggles, Different Resistances in the Urban Context
This article explores the student resistances that shape orientations to schooling. Drawing on a study of Latina/o youth, I examine how race and gender influence whether they perceive education as oppressive or useful in resisting oppression. The key lever that may alter their perceptions is how school and society treat Latinos differently from Latinas. This study shows how ethnography can inspire pedagogical practices that bolster urban students…
A Critically Compassionate Pedagogy for Latino Youth
A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment With a Challenging, Socially Relevant Curriculum
This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars…
Youth activism in the urban community: Learning critical civic praxis within community organizations
Research on African‐American and Latina/o youth has been dominated by studies that focus on ‘problem’ adolescent behavior. Typically, they explain youth crime, delinquency, and violence as individual pathological behavior or cultural adaptations stemming from social disorganization in their communities. This article argues for a more nuanced understanding of the relationship between youth‐serving organizations and youth agency in urban communitie…
The Cultural Organizing of Youth Ethnographers: Formalizing a Praxis-Based Pedagogy
This article illustrates how elements of praxis within George Spindler's cultural therapy and Paul Willis's cultural production are useful precedents for a praxis-based pedagogy. I argue that combining the praxis elements within cultural therapy and cultural production engenders a third mode of ethnographic praxis that I call "cultural organizing." The article provides an example of cultural organizing among Latina/o high school students in Tucso…
A Barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism
In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education …
The Generational Battle for Curriculum: Figuring Race and Culture on the Border
This article reviews the circumstances behind the Arizona Superintendent of Public Instruction's attack on Mexican American/Raza Studies, which led to the battle at the Tucson Unified School District's board meeting. Additionally, I provide a theoretical explanation of why those who are vehemently outspoken against Ethnic Studies tend to be White senior citizens while those speaking in favor are often youthful Mexican Americans. Drawing from Marg…
Revolutionizing Education: Youth Participatory Action Research in Motion
Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal With Social Justice Education
The authors discuss how participatory action research (PAR) informs the pedagogy and epistemology of the social justice education. PAR facilitates students’ engagement in their social context and acquisition of knowledge to initiate personal and social transformation. The scope of research contains knowledge about social justice issues negatively influencing the students’ experiences. This knowledge is essential for what has been described as soc…
The Value of a Multicultural and Critical Pedagogy: Learning Democracy Through Diversity and Dissent
Prevents public schools in Arizona from including any courses, classes, or school sponsored activities within the program of instruction that feature or promote as truth any political, religious
Blindsided by the Avatar: White Saviors and Allies Out of Hollywood and in Education
Any real change implies the breakup of the world as one has always known it, the loss of all that gave one an identity, the end of safety. And at such moment, unable to see and not daring to imagin
Notes from the Ethnic Studies home front: Student protests, texting, and subtexts of oppression
The protest against Arizona House Bill 2281 designed to ban Ethnic Studies from K-12 public schools on 12 May 2010 in Tucson resulted in 15 arrests. Students walked out of their classrooms in large numbers to defend their Mexican American Studies curriculum and program. Based primarily on participant observation of the protest, the authors examine the pedagogies of transformational resistance, interrogate HB 2281’s repressive aspects, and illumin…
From Hopelessness to Hope: Social Justice Pedagogy in Urban Education and Youth Development
This article reviews the social justice youth development (SJYD) model conceptualized to facilitate and enhance urban youth awareness of their personal potential, community responsibility, and broader humanity. The SJYD requires the healing of youth identities by involving them in social justice activities that counter oppressive conditions preventing healthy self-identification. Data from a school-based organization in Tucson called the Social J…
By the time I get to Arizona’: Race, language, and education in America’s racist state
This article reports on research projects conducted primarily by first and second generation Mexican American high school students who document how school relationships are shaped by Arizona's racist political discourses. They conducted observations of their school experiences and then wrote up what they were observing in field notes. Field note data focus on how political discourse shapes school climate, especially around speaking Spanish, and t…
Challenging Colorblindness in Arizona: Latina/o Students’ Counter-Narratives of Race and Racism
This essay reviews Latina/o students' counter-narratives challenging colorblindness. The author highlights the experiences of students from Tucson Unified School District's Mexican American Studies program. By examining student counter-narratives, the author also identifies race-related terms that are more suitable for dialogue among and with young Latinas/os of the post-civil rights generation
The praxis of ethnic studies: Transforming second sight into critical consciousness
This article focuses on a youth participatory action research (YPAR) program called the Social Justice Education Project (SJEP) that fostered young people of color’s critical consciousness. Their critical consciousness emerged through praxis (reflection/action) while focusing on preserving ethnic studies in Tucson, Arizona. Because the SJEP home was in ethnic studies, the youth also struggled to keep their program alive. The Arizona Department of…
Race war in Arizona: Reflections on the ethnic studies ban and white hegemony
You trying to make me feel stupid or something?”: Countering dehumanization of Latin@ youth through a liberating pedagogy of praxis
This ongoing ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. The researcher spent 180+ hours over 14 months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data were collected in high schools, during activities, and during youth pres…
Liberatory Practices for Learning: Dismantling Social Inequality and Individualism with Ancient Wisdom
Liberatory Practices for Learning: Dismantling Social Inequality and Individualism with Ancient Wisdom
The arc of transformation in youth participatory action research: Creative expression to creative resistance
In this introduction to the special issue, Youth Participatory Action Research on Puerto Rican Students' Experiences with Hurricane Maria : Shifting from Resilience to Resistance , we outline the theoretical foundations of youth participatory action research (YPAR) and explicate the guiding principles that are seminal in the corpus of YPAR literature. We propose a synthesized model based on these guiding principles called the arc of transformatio…
The psychological rages of Whiteness: Acceptable casualties and the White American identity
W.E.B. Du Bois states that psychological wages of Whiteness (1935) are unearned wages granted to White people of any class; including access to spaces and opportunities reserved solely for their use, enjoyment and ownership. This article discusses how White rage is a deadly expression of anger toward BIPOC11 Black, Indigenous, People of Colour. who are a perceived threat against the systemic maintenance of psychological wages of Whiteness. Theref…
Cultivating hope through creative resistance: Puerto Rican undergraduates surviving the disasters of climate and colonization
This article details what occurred during a youth participatory action research (YPAR) project involving Puerto Rican undergraduates who at first focused their analysis on how their experiences with Hurricane María could be framed as resiliency and then eventually adopted a framework of resistance to further capture their actions, stances, and practices in response to government neglect. The YPAR generative process facilitated this emergence of r…
Taking the Teachers to School! Critical Consciousness Emerging: A Qualitative Exploration of Mexican American Youth’s Social Justice Orientation Development
Sociology (23 works) · Political science (22 works) · Critical Race Theory in Education (17 works) · Pedagogy (16 works) · Gender Studies (12 works) · Law (12 works) · Law (11 works) · Psychology (11 works) · Anthropology (10 works) · Gender Studies (9 works)