Dolores Delgado Bernal
Biographic Data
| ID | 180213 |
|---|---|
| NAME | Dolores Delgado Bernal |
| GIVEN NAMES | Dolores Delgado |
| FAMILY NAME | Bernal |
| SIGNATURE | BERNAL D D |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-4992-5798 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 1350 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Exploring radical feminista oral history methodology: Implications for educational research and praxis
Methodological origins, ruptures, and futures: An intergenerational epilogue on critical race feminista methodologies
This epilogue serves as a concluding article to the Special Issue, "Critical Race Feminista Methodologies in Educational Research." The co-editors of the special issue, Lindsay Pérez Huber, Verónica N. Vélez and Maria C. Malagón have joined with Daniel Solórzano and Dolores Delgado Bernal to reflect on the methodological origins, ruptures, and futures of Critical Race Feminista Methodologies. We engage in these reflections through an intergenerat…
(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures
In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and peda…
Re)Visiting and (Re)Imagining Youth [Transformational] Resistance
An introduction: Chicana/Latina feminista pláticas in educational research
Feminista pláticas as a methodological disruption: Drawing upon embodied knowledge, vulnerability, healing, and resistance
Guided by Chicana/Latina scholars that have written explicitly about the methodology of feminista pláticas, this article positions feminista pláticas as a methodological disruption in educational research. We argue that embodied knowledge is a necessary part of a feminista plática methodology; it centers our bodymindspirit and the power of vulnerability in the research process. Through a discussion of emotions, language, and the relationship betw…
“We Are Here…Because You Were There”: A Kitchen-Table Talk on Anti-Oppressive and Critical (Immigrant) Education
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
Theorizing Knowledge With Pláticas: Moving Toward Transformative Qualitative Inquiries
In this article, we engaged in pláticas to write about the methodology of pláticas. We show the use of this method by theorizing the pláticas. Our pláticas helped us reveal how we have experienced epistemicide and apartheid of knowledge blocked by epistemological racism in academia. We emphasized how the marginalization and invalidation in academia of this method happens and continues to happen especially in the social sciences. We demonstrate ho…
Remembering and Revisiting Pedagogies of the Home
Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings sugg…
Haki/pláticas ∼ testimonios/shahadat: Arabyya feminista decolonial praxis
The authors share how their Arabyyat and Chicana feminist pedagogies and methodologies, haki/pláticas ∼ testimonios/shahadat, contribute to a decolonial praxis. We center haki/pláticas ∼ testimonios/shahadat and introduce what we term as “Arabyya feminista decolonial praxis” in education as an act of linguistic and epistemic disobedience. Our work, pedagogies and methodologies, advance the esthetic dimensions of our Arabyya feminista praxis. We d…
Disrupting Epistemological Boundaries
Research Article| March 01 2020 Disrupting Epistemological Boundaries: Reflections on Feminista Methodological and Pedagogical Interventions Dolores Delgado Bernal Dolores Delgado Bernal Dolores Delgado Bernal is chair and professor in the Department of Chicana(o) and Latina(o) Studies at California State University, Los Angeles. As a scholar-activist, she has worked for over thirty years with schools and communities to disrupt the miseducation o…
Bridging Theories to Name and Claim a Critical Race Feminista Methodology
In this chapter, we discuss how we have worked toward bridging critical race and Chicana feminist theories in our scholarship to provide us with a methodological space for sustaining meaningful relationships with our communities, theorizing lived contradictions, and healing in the research process. Each of us explain how we have carved this methodological space in our own research projects, situated within an awareness of permanent, indestructibl…
Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice
Defend yourself with words, with the knowledge that you’ve gained”: An exploration of conocimiento among Latina undergraduates in ethnic studies
Using Anzaldúa’s theory of conocimiento—a fluid journey of reflection and knowledge production—we examine how two Latina undergraduates experience critical consciousness within an ethnic studies course. We challenge that critical consciousness is an end-all, be-all state by highlighting contradictions in thinking, internal shifts, bodymindspirit, and actions that move us to praxis. These aspects of conocimiento are capable of disrupting dominant …
A testimonio of critical race feminista parenting: Snapshots from my childhood and my parenting
The author employs a testimonio to partake in the instructive and cathartic tradition of sharing experiences, mistakes, and (mis)understandings of parenting children of color. In doing so, she draws from her experiences growing up in a Mexican American family and her experiences of mothering three Brown sons as a Chicana activist-scholar. She grounds her parenting in a critical race feminista praxis and subsequently addresses testimonio as her me…
School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building
A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later
this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, cre…
Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political
Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology
An Apartheid of Knowledge in Academia: The Struggle Over the "Legitimate" Knowledge of Faculty of Color
The University as an institution is a key arena where "legitimate" knowledge is established. While discourses of power may have qualities of constraint and repression, they are not, nor have they ever been, uncontested. Indeed, the process of determining what is "legitimate knowledge" and for what purpose that knowledge should be produced is a political debate that rages in the University. Our presence, as working-class people of color (especiall…
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provi…
Learning and living pedagogies of the home: The mestiza consciousness of Chicana students
This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commi…
Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto, y educacion in everyday life
(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
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context
Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history-the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of…
Using a Chicana Feminist Epistemology in Educational Research
In this article, Dolores Delgado Bernal outlines a Chicana feminist epistemological framework that is new to the field of educational research. This framework, which draws from the existing work of Chicana feminists, questions the notions of objectivity and a universal foundation of knowledge. A Chicana feminist epistemology is also grounded in the life experiences of Chicanas and involves Chicana research participants in analyzing how their live…
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context
Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history-the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of…
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provi…
Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political
Learning and living pedagogies of the home: The mestiza consciousness of Chicana students
This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commi…
Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology
Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto, y educacion in everyday life
(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
Feminista pláticas as a methodological disruption: Drawing upon embodied knowledge, vulnerability, healing, and resistance
Guided by Chicana/Latina scholars that have written explicitly about the methodology of feminista pláticas, this article positions feminista pláticas as a methodological disruption in educational research. We argue that embodied knowledge is a necessary part of a feminista plática methodology; it centers our bodymindspirit and the power of vulnerability in the research process. Through a discussion of emotions, language, and the relationship betw…
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles School Blowouts
Dolores Delgado Bernal, Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles School Blowouts, Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral History (1998), pp. 113-142
A testimonio of critical race feminista parenting: Snapshots from my childhood and my parenting
The author employs a testimonio to partake in the instructive and cathartic tradition of sharing experiences, mistakes, and (mis)understandings of parenting children of color. In doing so, she draws from her experiences growing up in a Mexican American family and her experiences of mothering three Brown sons as a Chicana activist-scholar. She grounds her parenting in a critical race feminista praxis and subsequently addresses testimonio as her me…
An introduction: Chicana/Latina feminista pláticas in educational research
(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures
In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and peda…
Remembering and Revisiting Pedagogies of the Home
Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings sugg…
School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building
Disrupting Epistemological Boundaries
Research Article| March 01 2020 Disrupting Epistemological Boundaries: Reflections on Feminista Methodological and Pedagogical Interventions Dolores Delgado Bernal Dolores Delgado Bernal Dolores Delgado Bernal is chair and professor in the Department of Chicana(o) and Latina(o) Studies at California State University, Los Angeles. As a scholar-activist, she has worked for over thirty years with schools and communities to disrupt the miseducation o…
Using a Chicana Feminist Epistemology in Educational Research
In this article, Dolores Delgado Bernal outlines a Chicana feminist epistemological framework that is new to the field of educational research. This framework, which draws from the existing work of Chicana feminists, questions the notions of objectivity and a universal foundation of knowledge. A Chicana feminist epistemology is also grounded in the life experiences of Chicanas and involves Chicana research participants in analyzing how their live…
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles School Blowouts
Dolores Delgado Bernal, Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles School Blowouts, Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral History (1998), pp. 113-142
Learning and living pedagogies of the home: The mestiza consciousness of Chicana students
This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commi…
Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto, y educacion in everyday life
(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
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context
Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history-the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of…
An Apartheid of Knowledge in Academia: The Struggle Over the "Legitimate" Knowledge of Faculty of Color
The University as an institution is a key arena where "legitimate" knowledge is established. While discourses of power may have qualities of constraint and repression, they are not, nor have they ever been, uncontested. Indeed, the process of determining what is "legitimate knowledge" and for what purpose that knowledge should be produced is a political debate that rages in the University. Our presence, as working-class people of color (especiall…
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provi…
Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology
A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later
this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, cre…
Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political
Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice
Defend yourself with words, with the knowledge that you’ve gained”: An exploration of conocimiento among Latina undergraduates in ethnic studies
Using Anzaldúa’s theory of conocimiento—a fluid journey of reflection and knowledge production—we examine how two Latina undergraduates experience critical consciousness within an ethnic studies course. We challenge that critical consciousness is an end-all, be-all state by highlighting contradictions in thinking, internal shifts, bodymindspirit, and actions that move us to praxis. These aspects of conocimiento are capable of disrupting dominant …
A testimonio of critical race feminista parenting: Snapshots from my childhood and my parenting
The author employs a testimonio to partake in the instructive and cathartic tradition of sharing experiences, mistakes, and (mis)understandings of parenting children of color. In doing so, she draws from her experiences growing up in a Mexican American family and her experiences of mothering three Brown sons as a Chicana activist-scholar. She grounds her parenting in a critical race feminista praxis and subsequently addresses testimonio as her me…
School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building
Bridging Theories to Name and Claim a Critical Race Feminista Methodology
In this chapter, we discuss how we have worked toward bridging critical race and Chicana feminist theories in our scholarship to provide us with a methodological space for sustaining meaningful relationships with our communities, theorizing lived contradictions, and healing in the research process. Each of us explain how we have carved this methodological space in our own research projects, situated within an awareness of permanent, indestructibl…
Haki/pláticas ∼ testimonios/shahadat: Arabyya feminista decolonial praxis
The authors share how their Arabyyat and Chicana feminist pedagogies and methodologies, haki/pláticas ∼ testimonios/shahadat, contribute to a decolonial praxis. We center haki/pláticas ∼ testimonios/shahadat and introduce what we term as “Arabyya feminista decolonial praxis” in education as an act of linguistic and epistemic disobedience. Our work, pedagogies and methodologies, advance the esthetic dimensions of our Arabyya feminista praxis. We d…
Disrupting Epistemological Boundaries
Research Article| March 01 2020 Disrupting Epistemological Boundaries: Reflections on Feminista Methodological and Pedagogical Interventions Dolores Delgado Bernal Dolores Delgado Bernal Dolores Delgado Bernal is chair and professor in the Department of Chicana(o) and Latina(o) Studies at California State University, Los Angeles. As a scholar-activist, she has worked for over thirty years with schools and communities to disrupt the miseducation o…
Theorizing Knowledge With Pláticas: Moving Toward Transformative Qualitative Inquiries
In this article, we engaged in pláticas to write about the methodology of pláticas. We show the use of this method by theorizing the pláticas. Our pláticas helped us reveal how we have experienced epistemicide and apartheid of knowledge blocked by epistemological racism in academia. We emphasized how the marginalization and invalidation in academia of this method happens and continues to happen especially in the social sciences. We demonstrate ho…
Remembering and Revisiting Pedagogies of the Home
Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings sugg…
“We Are Here…Because You Were There”: A Kitchen-Table Talk on Anti-Oppressive and Critical (Immigrant) Education
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
An introduction: Chicana/Latina feminista pláticas in educational research
Feminista pláticas as a methodological disruption: Drawing upon embodied knowledge, vulnerability, healing, and resistance
Guided by Chicana/Latina scholars that have written explicitly about the methodology of feminista pláticas, this article positions feminista pláticas as a methodological disruption in educational research. We argue that embodied knowledge is a necessary part of a feminista plática methodology; it centers our bodymindspirit and the power of vulnerability in the research process. Through a discussion of emotions, language, and the relationship betw…
Methodological origins, ruptures, and futures: An intergenerational epilogue on critical race feminista methodologies
This epilogue serves as a concluding article to the Special Issue, "Critical Race Feminista Methodologies in Educational Research." The co-editors of the special issue, Lindsay Pérez Huber, Verónica N. Vélez and Maria C. Malagón have joined with Daniel Solórzano and Dolores Delgado Bernal to reflect on the methodological origins, ruptures, and futures of Critical Race Feminista Methodologies. We engage in these reflections through an intergenerat…
(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures
In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and peda…
Re)Visiting and (Re)Imagining Youth [Transformational] Resistance
Sociology (26 works) · Gender Studies (22 works) · Critical Race Theory in Education (21 works) · Pedagogy (14 works) · Political science (12 works) · Psychology (12 works) · Latin American and Latino Studies (11 works) · Epistemology (10 works) · Gender Studies (10 works) · Law (7 works)