Ganiva Reyes
Biographic Data
| ID | 213210 |
|---|---|
| NAME | Ganiva Reyes |
| GIVEN NAMES | Ganiva |
| FAMILY NAME | Reyes |
| SIGNATURE | REYES G |
| AFFILIATIONS | Miami University |
| ORCID | 0009-0005-6983-6492 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The making of the Stepford teacher
Quiénes vivían al este de los chonos
Early colonial documents suggest that the area between the high alluvial plains of the Guayas River and the western Andean piedmont of Bolívar Province was inhabited by the Chono society. During the chronological period known as "Integration" (500 AD to European contact), this group has been associated with the Milagro-Quevedo material culture. To date, few archaeological research has been conducted in this area. However, the studies we recently …
Caring for students by caring for ourselves first
We reconceptualize co-teaching in higher education to be more than a method for professional development or adapting to student preferences. Instead, co-teaching offers community and collaboration that can sustain the holistic well-being of professors, especially marginalized faculty who navigate high service loads and extra scrutiny from students. Drawing upon our Chicana/Latina feminist onto-epistemologies, we leveraged embodied pedagogies of c…
Teen Mom Student of the Month
Using portraiture methodology, this study features caring classroom experiences between Latina teen mothers and their teachers at an alternative school along the U.S./Mexico border. Classroom observations and in-depth interviews were conducted to piece together three classroom portraits which reveal the following: (a) authentically caring pedagogical interactions in the classrooms enabled Latina teen mothers to develop a pro-school ethos, and (b)…
It reeks of first-wave whiteness”
In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies—namely white middle-class women—while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of t…
Improvising a space for us
In 2018 we created our own Latina Diaspora Group to share our stories and provide support for one another to overcome barriers we face within our institution and the academy. Leveraging jazz as metaphor, we present an testimonio to provide curricular possibilities for Latina faculty to co-create, imagine, and push back on structural limitations in higher education. As part of our testimonio, we also include an original music track that represents…
Integrated networks of care
This article explores how three teachers developed a similar mindset and practice of care for Latina mothering students within a caring alternative school located along the U.S./Mexico border. Three narratives are featured to reveal how teachers draw upon a network of support to transform themselves into family-like figures for their students. The concept ‘Integrated networks of care’ is introduced as a framework that can explain communal support…
We’re All in This Boat Together”
In this article, we present narratives that illustrate how Latina/Chicana teachers embody care through their pedagogical practices and interpersonal relationships with their Latinx students. We identify two foundational components of Latina/Chicana embodied pedagogies of care (EPC): (1) practicing a shared understanding of care and (2) developing a shared community of care. Through our Latina/Chicana EPC framework, educators can consider how to t…
If it hadn’t been for my baby
My life changed after I had my baby. The baby changed my life, like, I don’t know how to explain it. Since I had this baby, I got on the ball. Like I said “no.” I have to be someone, if not for me
Borderland pedagogies of cariño
This article explores how a Chicana/Mexicana teen parenting educator along the U.S./Mexico border crafted her pedagogy from personalized care, conceptualized as borderland pedagogies of cariño (care). This approach is rooted through the teacher’s interactions with teen mothers who straddle contradictory identities like the boundary of mother/student. Classroom interactions were analyzed through narrative inquiry to understand the pedagogical orie…
Disciplined to access the general education curriculum
As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences with disabilities and the US academy. With an understa…
Teaching Against the Grain as an Act of Love
Lorena Garcia, Respect Yourself, Protect Yourself
Disciplined to access the general education curriculum
As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences with disabilities and the US academy. With an understa…
Teaching Against the Grain as an Act of Love
We’re All in This Boat Together”
In this article, we present narratives that illustrate how Latina/Chicana teachers embody care through their pedagogical practices and interpersonal relationships with their Latinx students. We identify two foundational components of Latina/Chicana embodied pedagogies of care (EPC): (1) practicing a shared understanding of care and (2) developing a shared community of care. Through our Latina/Chicana EPC framework, educators can consider how to t…
Borderland pedagogies of cariño
This article explores how a Chicana/Mexicana teen parenting educator along the U.S./Mexico border crafted her pedagogy from personalized care, conceptualized as borderland pedagogies of cariño (care). This approach is rooted through the teacher’s interactions with teen mothers who straddle contradictory identities like the boundary of mother/student. Classroom interactions were analyzed through narrative inquiry to understand the pedagogical orie…
It reeks of first-wave whiteness”
In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies—namely white middle-class women—while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of t…
Integrated networks of care
This article explores how three teachers developed a similar mindset and practice of care for Latina mothering students within a caring alternative school located along the U.S./Mexico border. Three narratives are featured to reveal how teachers draw upon a network of support to transform themselves into family-like figures for their students. The concept ‘Integrated networks of care’ is introduced as a framework that can explain communal support…
Lorena Garcia, Respect Yourself, Protect Yourself
Teaching Against the Grain as an Act of Love
Disciplined to access the general education curriculum
As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences with disabilities and the US academy. With an understa…
Improvising a space for us
In 2018 we created our own Latina Diaspora Group to share our stories and provide support for one another to overcome barriers we face within our institution and the academy. Leveraging jazz as metaphor, we present an testimonio to provide curricular possibilities for Latina faculty to co-create, imagine, and push back on structural limitations in higher education. As part of our testimonio, we also include an original music track that represents…
Integrated networks of care
This article explores how three teachers developed a similar mindset and practice of care for Latina mothering students within a caring alternative school located along the U.S./Mexico border. Three narratives are featured to reveal how teachers draw upon a network of support to transform themselves into family-like figures for their students. The concept ‘Integrated networks of care’ is introduced as a framework that can explain communal support…
We’re All in This Boat Together”
In this article, we present narratives that illustrate how Latina/Chicana teachers embody care through their pedagogical practices and interpersonal relationships with their Latinx students. We identify two foundational components of Latina/Chicana embodied pedagogies of care (EPC): (1) practicing a shared understanding of care and (2) developing a shared community of care. Through our Latina/Chicana EPC framework, educators can consider how to t…
If it hadn’t been for my baby
My life changed after I had my baby. The baby changed my life, like, I don’t know how to explain it. Since I had this baby, I got on the ball. Like I said “no.” I have to be someone, if not for me
Borderland pedagogies of cariño
This article explores how a Chicana/Mexicana teen parenting educator along the U.S./Mexico border crafted her pedagogy from personalized care, conceptualized as borderland pedagogies of cariño (care). This approach is rooted through the teacher’s interactions with teen mothers who straddle contradictory identities like the boundary of mother/student. Classroom interactions were analyzed through narrative inquiry to understand the pedagogical orie…
It reeks of first-wave whiteness”
In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies—namely white middle-class women—while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of t…
Teen Mom Student of the Month
Using portraiture methodology, this study features caring classroom experiences between Latina teen mothers and their teachers at an alternative school along the U.S./Mexico border. Classroom observations and in-depth interviews were conducted to piece together three classroom portraits which reveal the following: (a) authentically caring pedagogical interactions in the classrooms enabled Latina teen mothers to develop a pro-school ethos, and (b)…
Caring for students by caring for ourselves first
We reconceptualize co-teaching in higher education to be more than a method for professional development or adapting to student preferences. Instead, co-teaching offers community and collaboration that can sustain the holistic well-being of professors, especially marginalized faculty who navigate high service loads and extra scrutiny from students. Drawing upon our Chicana/Latina feminist onto-epistemologies, we leveraged embodied pedagogies of c…
Quiénes vivían al este de los chonos
Early colonial documents suggest that the area between the high alluvial plains of the Guayas River and the western Andean piedmont of Bolívar Province was inhabited by the Chono society. During the chronological period known as "Integration" (500 AD to European contact), this group has been associated with the Milagro-Quevedo material culture. To date, few archaeological research has been conducted in this area. However, the studies we recently …
The making of the Stepford teacher
Sociology (10 works) · Pedagogy (9 works) · Psychology (8 works) · Gender Studies (7 works) · Critical Race Theory in Education (6 works) · Gender Studies (6 works) · Art (5 works) · Narrative (5 works) · Teacher Education and Leadership Studies (5 works) · Global Education and Multiculturalism (3 works)