Tracey T Flores
Biographic Data
| ID | 1585506 |
|---|---|
| NAME | Tracey T Flores |
| GIVEN NAMES | Tracey T |
| FAMILY NAME | Flores |
| SIGNATURE | FLORES T T |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0003-3635-3740 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
We Are More Than That!”
In this article, I center the voices and experiences of Yazmin, Valeria, Guadalupe, and Monet, four escritoras that participated in Somos Escritoras, a creative space for Latina girls (grades 6–12) that invites them to share and perform stories from their lived experiences using art, theater, and writing as tools for reflection and examination of self and world. For two weeks, these escritoras created art and composed personal stories from their …
Somos Escritoras/We Are Writers
This paper shares the stories of Latina mothers and daughters as they participarted in Somos Escritoras, a creative space, that invites them to write and perform stories from their lived experiences. At workshops, girls and their mothers crafted writing and created artwork that examines and critiques the many ways to express and define themselves. Findings highlight the ways that mothers and daughters engaged in “literacies of convivencia,” [comm…
A Review of Nerds, Goths, Geeks, and Freaks
In this column, I review the book, “Nerds, Goths, Geeks, and Freaks: Outsiders in Chicanx and Latinx Young Adult Literature,” edited by Trevor Boffone and Cristina Herrera. The essays in this collection examine and interrogate the many ways to be, perform, and present as Chicanx and Latinx youths, both historically and in contemporary society. I offer suggestions for how teachers and teacher educators may use this book as a resource to engage in …
Fighting to Be Heard
The author explores the words and writing of Rocky, Reyna, Blanca, and Elizabeth (grades 6–12) through their participation in Somos Escritoras/We Are Writers, a creative space for Latina girls and their parents. For 6 weeks, alongside their parents, girls used drawing and personal writing to dialogue about their experiences and bring into language the issues most important in their lives and worlds. Alongside one another, their writing served as …
Our legends and journey stories
Humanizing family engagement practices seek to foster the community cultural wealth and funds of knowledge to working with and for immigrant families and communities. In this manuscript we explore asset-based theories for working alongside families and communities in our schools, with a focus on classroom examples for involving parents and families in school learning. We share the ways that teachers and schools can build curriculum and engagement…
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…
Authoring Future Identities
In this article, we describe the campus visit we organized for Latina girls (grades 6–12) that participated in Somos Escritoras/We Are Writers. Somos Escritoras is a creative space that invites Latina girls to explore their lives and examine their worlds through art, writing, and theater. We focus on the writing marathon we designed for our visit and share the ways this activity invited girls to read and write the campus, while re-imagining their…
Breaking Silence and Amplifying Voices
The author explores the experiences of adolescent youths (ages 13–21) through their participation in the Youth Writing Collective ( YWC ), a free creative writing program sponsored by the local university. For one week, youths attended YWC workshops, where they were invited to write, share, and perform stories from their lived realities. Situated in Arizona, a state with mandated English‐only polices and restrictive curricula, this study highligh…
Chicas fuertes
In this article, I explore the narratives and experiences of four Latinx mothers and fathers, Alma, Rose, Valente and Samuel, who participated with their adolescent daughters (grades nine-10), Blanca, Elizabeth, Rocky and Reyna in Somos Escritores/We are Writers writing workshops. Somos Escritores was a family engagement space, created with and for Latinx mothers and fathers and their adolescent daughters, that invited families to draw, write and…
Escribiendo Juntos
This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a …
Our legends and journey stories
Humanizing family engagement practices seek to foster the community cultural wealth and funds of knowledge to working with and for immigrant families and communities. In this manuscript we explore asset-based theories for working alongside families and communities in our schools, with a focus on classroom examples for involving parents and families in school learning. We share the ways that teachers and schools can build curriculum and engagement…
Chicas fuertes
In this article, I explore the narratives and experiences of four Latinx mothers and fathers, Alma, Rose, Valente and Samuel, who participated with their adolescent daughters (grades nine-10), Blanca, Elizabeth, Rocky and Reyna in Somos Escritores/We are Writers writing workshops. Somos Escritores was a family engagement space, created with and for Latinx mothers and fathers and their adolescent daughters, that invited families to draw, write and…
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…
Somos Escritoras/We Are Writers
This paper shares the stories of Latina mothers and daughters as they participarted in Somos Escritoras, a creative space, that invites them to write and perform stories from their lived experiences. At workshops, girls and their mothers crafted writing and created artwork that examines and critiques the many ways to express and define themselves. Findings highlight the ways that mothers and daughters engaged in “literacies of convivencia,” [comm…
Escribiendo Juntos
This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a …
Breaking Silence and Amplifying Voices
The author explores the experiences of adolescent youths (ages 13–21) through their participation in the Youth Writing Collective ( YWC ), a free creative writing program sponsored by the local university. For one week, youths attended YWC workshops, where they were invited to write, share, and perform stories from their lived realities. Situated in Arizona, a state with mandated English‐only polices and restrictive curricula, this study highligh…
Chicas fuertes
In this article, I explore the narratives and experiences of four Latinx mothers and fathers, Alma, Rose, Valente and Samuel, who participated with their adolescent daughters (grades nine-10), Blanca, Elizabeth, Rocky and Reyna in Somos Escritores/We are Writers writing workshops. Somos Escritores was a family engagement space, created with and for Latinx mothers and fathers and their adolescent daughters, that invited families to draw, write and…
Authoring Future Identities
In this article, we describe the campus visit we organized for Latina girls (grades 6–12) that participated in Somos Escritoras/We Are Writers. Somos Escritoras is a creative space that invites Latina girls to explore their lives and examine their worlds through art, writing, and theater. We focus on the writing marathon we designed for our visit and share the ways this activity invited girls to read and write the campus, while re-imagining their…
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse
Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers a…
A Review of Nerds, Goths, Geeks, and Freaks
In this column, I review the book, “Nerds, Goths, Geeks, and Freaks: Outsiders in Chicanx and Latinx Young Adult Literature,” edited by Trevor Boffone and Cristina Herrera. The essays in this collection examine and interrogate the many ways to be, perform, and present as Chicanx and Latinx youths, both historically and in contemporary society. I offer suggestions for how teachers and teacher educators may use this book as a resource to engage in …
Fighting to Be Heard
The author explores the words and writing of Rocky, Reyna, Blanca, and Elizabeth (grades 6–12) through their participation in Somos Escritoras/We Are Writers, a creative space for Latina girls and their parents. For 6 weeks, alongside their parents, girls used drawing and personal writing to dialogue about their experiences and bring into language the issues most important in their lives and worlds. Alongside one another, their writing served as …
Our legends and journey stories
Humanizing family engagement practices seek to foster the community cultural wealth and funds of knowledge to working with and for immigrant families and communities. In this manuscript we explore asset-based theories for working alongside families and communities in our schools, with a focus on classroom examples for involving parents and families in school learning. We share the ways that teachers and schools can build curriculum and engagement…
Somos Escritoras/We Are Writers
This paper shares the stories of Latina mothers and daughters as they participarted in Somos Escritoras, a creative space, that invites them to write and perform stories from their lived experiences. At workshops, girls and their mothers crafted writing and created artwork that examines and critiques the many ways to express and define themselves. Findings highlight the ways that mothers and daughters engaged in “literacies of convivencia,” [comm…
We Are More Than That!”
In this article, I center the voices and experiences of Yazmin, Valeria, Guadalupe, and Monet, four escritoras that participated in Somos Escritoras, a creative space for Latina girls (grades 6–12) that invites them to share and perform stories from their lived experiences using art, theater, and writing as tools for reflection and examination of self and world. For two weeks, these escritoras created art and composed personal stories from their …
Pedagogy (9 works) · Sociology (9 works) · Critical Race Theory in Education (6 works) · Curriculum (6 works) · Psychology (6 works) · Art (5 works) · Creative writing (5 works) · Literacy, Media, and Education (5 works) · Visual arts (5 works) · Gender Studies (4 works)