Ana Carolina Díaz Beltrán
Biographic Data
| ID | 176257 |
|---|---|
| NAME | Ana Carolina Díaz Beltrán |
| GIVEN NAMES | Ana Carolina Díaz |
| FAMILY NAME | Beltrán |
| SIGNATURE | BELTRÁN A C D |
| AFFILIATIONS | The University of Texas Rio Grande Valley |
| ORCID | 0000-0002-2119-3142 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Aspiring nepantleras
This article engages Gloria Anzaldúa’s concepts of nepantla and nepantleras as a conceptual framework for social studies classrooms that is attuned to the lived experiences of border-crossing—living in-between national, ethnic, racial, and gender worlds—and the grietas y rajaduras (cracks and ruptures) of dominant narratives of colonialism, whiteness, and heteropatriarchy. Nepantleras, those who live, breathe, and challenge the antagonization of …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Decolonial Discourses and Practices
Although decolonial thought from Latin America and the Caribbean is a multifaceted field of research and sociopolitical praxis, it is often interpreted monolithically. To refuse this tendency, we argue that it is imperative to trace decolonial theory’s intellectual genealogies and engage in transgressive decolonial hermeneutics to re-interpret texts (theories) according to their living socio-historical and geopolitical contexts. Following Stuart …
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
The now here of global curriculum
In this article, I describe how a curriculum of dislocation produces subjectivities offered in discourses that centre “First World”/Eurocentric/developed subject positions through nation state frameworks. I knit stories of colonialism and imperialism with my lived experiences as a former student in the postcolonial context of Colombia and as a researcher in a new immigrant destination in USA. Using different forms of texts (vignettes, memories, d…
Decolonial Discourses and Practices
Although decolonial thought from Latin America and the Caribbean is a multifaceted field of research and sociopolitical praxis, it is often interpreted monolithically. To refuse this tendency, we argue that it is imperative to trace decolonial theory’s intellectual genealogies and engage in transgressive decolonial hermeneutics to re-interpret texts (theories) according to their living socio-historical and geopolitical contexts. Following Stuart …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
The now here of global curriculum
In this article, I describe how a curriculum of dislocation produces subjectivities offered in discourses that centre “First World”/Eurocentric/developed subject positions through nation state frameworks. I knit stories of colonialism and imperialism with my lived experiences as a former student in the postcolonial context of Colombia and as a researcher in a new immigrant destination in USA. Using different forms of texts (vignettes, memories, d…
Aspiring nepantleras
This article engages Gloria Anzaldúa’s concepts of nepantla and nepantleras as a conceptual framework for social studies classrooms that is attuned to the lived experiences of border-crossing—living in-between national, ethnic, racial, and gender worlds—and the grietas y rajaduras (cracks and ruptures) of dominant narratives of colonialism, whiteness, and heteropatriarchy. Nepantleras, those who live, breathe, and challenge the antagonization of …
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
The now here of global curriculum
In this article, I describe how a curriculum of dislocation produces subjectivities offered in discourses that centre “First World”/Eurocentric/developed subject positions through nation state frameworks. I knit stories of colonialism and imperialism with my lived experiences as a former student in the postcolonial context of Colombia and as a researcher in a new immigrant destination in USA. Using different forms of texts (vignettes, memories, d…
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Aspiring nepantleras
This article engages Gloria Anzaldúa’s concepts of nepantla and nepantleras as a conceptual framework for social studies classrooms that is attuned to the lived experiences of border-crossing—living in-between national, ethnic, racial, and gender worlds—and the grietas y rajaduras (cracks and ruptures) of dominant narratives of colonialism, whiteness, and heteropatriarchy. Nepantleras, those who live, breathe, and challenge the antagonization of …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Decolonial Discourses and Practices
Although decolonial thought from Latin America and the Caribbean is a multifaceted field of research and sociopolitical praxis, it is often interpreted monolithically. To refuse this tendency, we argue that it is imperative to trace decolonial theory’s intellectual genealogies and engage in transgressive decolonial hermeneutics to re-interpret texts (theories) according to their living socio-historical and geopolitical contexts. Following Stuart …
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Sociology (7 works) · Gender Studies (5 works) · Political science (5 works) · Law (4 works) · Pedagogy (4 works) · Psychology (4 works) · Typology (4 works) · Critical Race Theory in Education (3 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works)