Limarys Caraballo
Biographic Data
| ID | 209751 |
|---|---|
| NAME | Limarys Caraballo |
| GIVEN NAMES | Limarys |
| FAMILY NAME | Caraballo |
| SIGNATURE | CARABALLO L |
| AFFILIATIONS | Queens College, CUNY |
| ORCID | 0000-0002-9493-1054 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 10 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Talking the Walk, Walking the Talk: Identity and Inquiry in Critical Teacher Learning
In this conceptual article, we consider how a stance grounded in an ethic of care can sustain critical learning across teachers’ career spectrums. Building on the self-in-context as a conceptual framework for critical autoethnography, we analyze how educators engage in the examination of their identities and positionalities in relation to their teaching in a variety of contexts. We then discuss how autoethnographic inquiry, through an assemblage …
In spirit and in truth: (Re)searching Christianity and racial liberation in education
As educational justice scholarship addressing racial oppression continues to name the role of the spirit, there is a need for Black and Brown Christian educators and researchers to locate ourselves as grounded in the epistemologies and pedagogies of Christ as our spiritual home. This paper brings together eight Black and Brown Christian educators and researchers to grapple with what it means to be Christians committed to racial justice in educati…
Curriculum-as-Assemblage: Transgressive (Re)Imaginings in English and Literacies
In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative…
Regardless, my students and I pressed on”: How Early-Career Teachers Develop Activist Identities
This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early …
How Language Matters: Using Ethnographic Writing to Portray and Reflect on Languaging Actions
This study examined 12th‐grade students’ portrayals of their use of different types of languaging actions through ethnographic writing about their participation in sports teams or peer groups and explicit prompted reflections about their languaging actions portrayed in their writing. Analysis of different types of languaging actions indicated that students were most likely to portray and reflect on actions related to building supportive relations…
Culturally Sustaining Pedagogies in the Current Moment: A Conversation With Django Paris and H. Samy Alim
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Feeling Not Asian Enough: Issues of Heritage‐Language Loss, Development, and Identity
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Announcing the 2018-2019 Alan C. Purves Award Recipient: Demanding Critical Literacy Pedagogies of Consequence
Preview this article: Announcing the 2018-2019 Alan C. Purves Award Recipient: Demanding Critical Literacy Pedagogies of Consequence, Page 1 of 1 /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30523-1.gif
Dedication
Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth
(2020). Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 363-383
Building futures: Youth researchers and critical college-going literacies
(2020). Building futures: Youth researchers and critical college-going literacies. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 427-450
Reimagining impact: Storying youth research, arts, and activism
On a Friday afternoon, youth from four New York City boroughs gathered for a Cyphers for Justice (CFJ) after-school session. It was the third weekly session of the 15-week program, in which youth
Intergenerational inquiry: Literacies of activism and desire in a youth research collaborative
(2020). Intergenerational inquiry: Literacies of activism and desire in a youth research collaborative. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 353-359
Multicultural education in the US and UK in the 1980s and beyond: The role of interest convergence-divergence
This paper traces the beginnings of multicultural policies and programs in New York City and London during the 1980s. Using Caraballo’s analysis of intercultural and intergroup programs as a model, we apply Bell’s (1980) principle of interest convergence to examine the antecedents in both cities and detail how multicultural policies and programs were rolled back when the interests of privileged groups and working-class communities of color subseq…
Growing Together: Literacy and Agency in an Early‐College Research Collaborative
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Moving Forward: Sustaining Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Sustaining Multilingual Literacies: Looking Through an Immigrant Lens to Inform Practice
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Global Citizenship as Literacy: A Critical Reflection for Teaching Multilingual Writers
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Leveraging Language(s): Reframing Rhetorics of Fear With Narratives of Agency and Hope
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Speaking Spanish in White Public Spaces: Implications for Literacy Classrooms
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
In the Name of (Pedagogical) Love: A Conceptual Framework for Transformative Teaching Grounded in Critical Youth Research
Being “Loud”: Identities-in-Practice in a Figured World of Achievement
Discourses of achievement often overlook the interdependence of classroom contexts, students’ identities, and academic performance. This narrative analysis explores how high-achieving students of color construct identities-in-practice in a diverse urban middle school. By documenting explicit moments in which students construct identities-in-practice such as being “loud,” which are positioned as incompatible with “being smart,” I argue that high-a…
Sustaining Ourselves in Unsustainable Places: Revitalizing Sacred Landscapes Within Schools
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Sustaining Multilingual Literacies in Classrooms and Beyond
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Collaborative inquiry: Youth, social action, and critical qualitative research
Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contribution…
An Anticolonial Framework for Urban Teacher Preparation
Our contemporary apprenticeship model of teacher education often places preservice teachers in learning environments where they never witness the types of dynamic and engaged practice they desire to emulate. Either there are structural limits within the classroom placed by school or district leadership or there are preselected veteran mentor teachers who do not value the same kinds of critical practice. These challenges necessitate a radical reth…
Students’ Critical Meta-Awareness in a Figured World of Achievement: Toward a Culturally Sustaining Stance in Curriculum, Pedagogy, and Research
Students’ academic experiences are often shaped by normalized conceptions of literacy that do not honor the interrelatedness of multiple identities, languages, and literacies. This qualitative case study in an urban middle school highlights students’ critical meta-awareness of their identities-in-practice in the figured world of their classroom via a narrative analysis of students’ writing, interviews, and focus group discussions. The author focu…
Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth
(2020). Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 363-383
In the Name of (Pedagogical) Love: A Conceptual Framework for Transformative Teaching Grounded in Critical Youth Research
Being “Loud”: Identities-in-Practice in a Figured World of Achievement
Discourses of achievement often overlook the interdependence of classroom contexts, students’ identities, and academic performance. This narrative analysis explores how high-achieving students of color construct identities-in-practice in a diverse urban middle school. By documenting explicit moments in which students construct identities-in-practice such as being “loud,” which are positioned as incompatible with “being smart,” I argue that high-a…
Regardless, my students and I pressed on”: How Early-Career Teachers Develop Activist Identities
This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early …
Reimagining impact: Storying youth research, arts, and activism
On a Friday afternoon, youth from four New York City boroughs gathered for a Cyphers for Justice (CFJ) after-school session. It was the third weekly session of the 15-week program, in which youth
Interest Convergence in Intergroup Education and Beyond: Rethinking Agendas in Multicultural Education
Intergroup movements in the United States in the 1920s-50s provided leadership to schools and communities grappling with rising racial and ethnic unrest. C. A. M. Banks (1996, 2004, 2005) argues that the conceptual limitations of the movement's scholarship and its decline yield important lessons for multicultural educators. Building upon her work, I use Bell's (1980) interest-convergence principle to analyze the movement's successes and failures …
Talking the Walk, Walking the Talk: Identity and Inquiry in Critical Teacher Learning
In this conceptual article, we consider how a stance grounded in an ethic of care can sustain critical learning across teachers’ career spectrums. Building on the self-in-context as a conceptual framework for critical autoethnography, we analyze how educators engage in the examination of their identities and positionalities in relation to their teaching in a variety of contexts. We then discuss how autoethnographic inquiry, through an assemblage …
In spirit and in truth: (Re)searching Christianity and racial liberation in education
As educational justice scholarship addressing racial oppression continues to name the role of the spirit, there is a need for Black and Brown Christian educators and researchers to locate ourselves as grounded in the epistemologies and pedagogies of Christ as our spiritual home. This paper brings together eight Black and Brown Christian educators and researchers to grapple with what it means to be Christians committed to racial justice in educati…
Building futures: Youth researchers and critical college-going literacies
(2020). Building futures: Youth researchers and critical college-going literacies. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 427-450
Co-Constructing Identities, Literacies, and Contexts: Sustaining Critical Meta-Awareness With/in Urban Communities
Mariana Souto-Manning calls for educational researchers to move beyond traditional/oppressive forms of research toward frameworks and methods that center the concerns of participants. Such critical research represents attempts to honor and support participants’ cultures, knowledge, and emerging identities in diverse urban educational contexts, building upon a legacy of culturally responsive research that incites scholars, researchers, and educato…
Interest Convergence in Intergroup Education and Beyond: Rethinking Agendas in Multicultural Education
Intergroup movements in the United States in the 1920s-50s provided leadership to schools and communities grappling with rising racial and ethnic unrest. C. A. M. Banks (1996, 2004, 2005) argues that the conceptual limitations of the movement's scholarship and its decline yield important lessons for multicultural educators. Building upon her work, I use Bell's (1980) interest-convergence principle to analyze the movement's successes and failures …
Ypar and Critical Epistemologies: Rethinking Education Research
Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries an…
Co-Constructing Identities, Literacies, and Contexts: Sustaining Critical Meta-Awareness With/in Urban Communities
Mariana Souto-Manning calls for educational researchers to move beyond traditional/oppressive forms of research toward frameworks and methods that center the concerns of participants. Such critical research represents attempts to honor and support participants’ cultures, knowledge, and emerging identities in diverse urban educational contexts, building upon a legacy of culturally responsive research that incites scholars, researchers, and educato…
Students’ Critical Meta-Awareness in a Figured World of Achievement: Toward a Culturally Sustaining Stance in Curriculum, Pedagogy, and Research
Students’ academic experiences are often shaped by normalized conceptions of literacy that do not honor the interrelatedness of multiple identities, languages, and literacies. This qualitative case study in an urban middle school highlights students’ critical meta-awareness of their identities-in-practice in the figured world of their classroom via a narrative analysis of students’ writing, interviews, and focus group discussions. The author focu…
Sustaining Ourselves in Unsustainable Places: Revitalizing Sacred Landscapes Within Schools
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Sustaining Multilingual Literacies in Classrooms and Beyond
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
A Transformative Justice Approach to Literacy Education
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
An Anticolonial Framework for Urban Teacher Preparation
Our contemporary apprenticeship model of teacher education often places preservice teachers in learning environments where they never witness the types of dynamic and engaged practice they desire to emulate. Either there are structural limits within the classroom placed by school or district leadership or there are preselected veteran mentor teachers who do not value the same kinds of critical practice. These challenges necessitate a radical reth…
Collaborative inquiry: Youth, social action, and critical qualitative research
Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contribution…
Multicultural education in the US and UK in the 1980s and beyond: The role of interest convergence-divergence
This paper traces the beginnings of multicultural policies and programs in New York City and London during the 1980s. Using Caraballo’s analysis of intercultural and intergroup programs as a model, we apply Bell’s (1980) principle of interest convergence to examine the antecedents in both cities and detail how multicultural policies and programs were rolled back when the interests of privileged groups and working-class communities of color subseq…
Growing Together: Literacy and Agency in an Early‐College Research Collaborative
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Moving Forward: Sustaining Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Sustaining Multilingual Literacies: Looking Through an Immigrant Lens to Inform Practice
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Global Citizenship as Literacy: A Critical Reflection for Teaching Multilingual Writers
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Leveraging Language(s): Reframing Rhetorics of Fear With Narratives of Agency and Hope
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Speaking Spanish in White Public Spaces: Implications for Literacy Classrooms
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
In the Name of (Pedagogical) Love: A Conceptual Framework for Transformative Teaching Grounded in Critical Youth Research
Being “Loud”: Identities-in-Practice in a Figured World of Achievement
Discourses of achievement often overlook the interdependence of classroom contexts, students’ identities, and academic performance. This narrative analysis explores how high-achieving students of color construct identities-in-practice in a diverse urban middle school. By documenting explicit moments in which students construct identities-in-practice such as being “loud,” which are positioned as incompatible with “being smart,” I argue that high-a…
Culturally Sustaining Pedagogies in the Current Moment: A Conversation With Django Paris and H. Samy Alim
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Feeling Not Asian Enough: Issues of Heritage‐Language Loss, Development, and Identity
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Announcing the 2018-2019 Alan C. Purves Award Recipient: Demanding Critical Literacy Pedagogies of Consequence
Preview this article: Announcing the 2018-2019 Alan C. Purves Award Recipient: Demanding Critical Literacy Pedagogies of Consequence, Page 1 of 1 /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30523-1.gif
Dedication
Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth
(2020). Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 363-383
Building futures: Youth researchers and critical college-going literacies
(2020). Building futures: Youth researchers and critical college-going literacies. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, Intergenerational inquiry: Literacies of Activism and Desire in a Youth Research Collaborative, pp. 427-450
Sociology (31 works) · Pedagogy (29 works) · Psychology (21 works) · Educator Training and Historical Pedagogy (18 works) · Mathematics education (15 works) · Political science (14 works) · Global Education and Multiculturalism (12 works) · Literacy (12 works) · Multilingual Education and Policy (10 works) · Social science (10 works)