Cinthia Salinas
Biographic Data
| ID | 3778547 |
|---|---|
| NAME | Cinthia Salinas |
| GIVEN NAMES | Cinthia |
| FAMILY NAME | Salinas |
| SIGNATURE | SALINAS C |
| AFFILIATIONS | The University of Texas at Austin |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 143 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Algunas personas aquí han venido con coyote como Areli?”
Community-Based Pedagogies as Civic Counter-Narrative/Story
Reimagining language space with bilingual youth in a social studies classroom
This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguag…
“I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens
This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework …
The Future Is Intersectional”
In this article we outline the importance of reinserting the voices, experiences, and contributions of Black women as critical citizens into the narrative of the modern-day Civil Rights Movement. In order to examine the history of Black women as critical civic agents, teachers must interrogate how Black women’s raced and gendered identities intersect and result in a particular kind of discrimination that is oftentimes never examined. We explore t…
No Había Bilingual Education
In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelitas, however, were no ordinary schools. They did not teach students to read, write, and speak in English. Rather, they sought to develop, maintain and celebrate the linguistic and cultural heritage of the communities they served by teaching students a Me…
The primacy of relation
In this critical qualitative case study, we examined the ways three critically identifying social studies teachers understood and adopted critical pedagogy. We argue that the praxis of these teachers unfolded based on their understanding of and willingness to attend to the many dialectical relations associated with teaching. We understand the praxiological unfolding to be teachers’ critical ontological social studies posture, which we argue refle…
Challenging Damaging Ideologies
The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for students to become fully participating citizens of an increasingly globalized world requires that educators invent a p…
Por qué “no importa” es importante
Advocating for language rights
This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed languag…
Writing Latina/o Historical Narratives
Writing Latina/o Historical Narratives
Exploring the Civic Identities of Latina/o High School Students
Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analys…
The Tejano History Curriculum Project
Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Texas. This study examined how these teachers produced spaces for authoring new identities for inclusion in the social studies curriculum. The engagement…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
Critical Historical Thinking
In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers’ understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality
Special Issue of Theory & Research in Social Education
The Evolution of Luz
This paper is a case study of a Chicana former migrant in her first year of college through CAMP (College Assistance Migrant Program), and how she negotiated the challenges of family, romance, and the desire to reach her goals. Through narrative analysis, the authors examine the thoughts, words, and experiences of Luz’s life to provide insight to the complex world of vacillating identities across cultural borders and gender role expectations of c…
Newcomers to the U.S
Newcomers are a special subgroup of the student population designated as English Language Learners (ELLs). The research project described in this article investigates how a teacher integrated language and content in a single subject area, social studies, in a high school newcomer classroom. Three extended lessons were presented to newcomer students in Central Texas who are native speakers of Spanish. The case study in the newcomer classroom docum…
Disrupting the Official Curriculum
This multiple case study traces the influence of cultural biographies on the curriculum decision making of two Latino preservice teachers who student taught in standards-based schools. These participants drew on their personal and cultural experiences to disrupt the “official” curriculum, which they believed failed to address fundamental issues of race and inequity. Findings suggest that personal encounters with discrimination and economic injust…
Confronting/Avoiding Race in the Teaching of History
Teaching World Geography to Late-Arrival Immigrant Students
In this case study, the work of an exemplary high school social studies teacher is highlighted. In her class, late-arrival immigrant students participated in oral, writing, and demonstration activities as they learned the physical, cultural, and historical traditions of geography education. As newcomers to the English language, the students' orientation to U.S. schooling was favorable because their teacher adapted her instruction with sheltering …
The Cultural Politics of the Texas Educational Reform Agenda
This critical policy examination of the economistic discourses that control Texas's accountability reforms explores how over the last three decades Texas business elite utilized the policy process, power relationships, and educational value conflicts that promote accountability as the paradigm for education reform. Attention on "who gets what, when, and how" finds the balance of educational values is distorted on behalf of the business-power elit…
Educating Late Arrival High School Immigrant Students
Examining the vital relation between immigrants' race or ethnicity, language, documented or undocumented legal status, and multicultural citizenship education is essential in the reconceptualization of current curricula and practice. The analysis provides relevant critiques of the traditional American History and citizenship curricula that are often enacted in increasingly ubiquitous late arrival high school immigrant centers. The tensions provid…
Introducing Historical Thinking to Second Language Learners
Critical Historical Thinking
In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers’ understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality
Disrupting the Official Curriculum
This multiple case study traces the influence of cultural biographies on the curriculum decision making of two Latino preservice teachers who student taught in standards-based schools. These participants drew on their personal and cultural experiences to disrupt the “official” curriculum, which they believed failed to address fundamental issues of race and inequity. Findings suggest that personal encounters with discrimination and economic injust…
The primacy of relation
In this critical qualitative case study, we examined the ways three critically identifying social studies teachers understood and adopted critical pedagogy. We argue that the praxis of these teachers unfolded based on their understanding of and willingness to attend to the many dialectical relations associated with teaching. We understand the praxiological unfolding to be teachers’ critical ontological social studies posture, which we argue refle…
Educating Late Arrival High School Immigrant Students
Examining the vital relation between immigrants' race or ethnicity, language, documented or undocumented legal status, and multicultural citizenship education is essential in the reconceptualization of current curricula and practice. The analysis provides relevant critiques of the traditional American History and citizenship curricula that are often enacted in increasingly ubiquitous late arrival high school immigrant centers. The tensions provid…
Teaching World Geography to Late-Arrival Immigrant Students
In this case study, the work of an exemplary high school social studies teacher is highlighted. In her class, late-arrival immigrant students participated in oral, writing, and demonstration activities as they learned the physical, cultural, and historical traditions of geography education. As newcomers to the English language, the students' orientation to U.S. schooling was favorable because their teacher adapted her instruction with sheltering …
The Tejano History Curriculum Project
Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Texas. This study examined how these teachers produced spaces for authoring new identities for inclusion in the social studies curriculum. The engagement…
Writing Latina/o Historical Narratives
Writing Latina/o Historical Narratives
Challenging Damaging Ideologies
The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for students to become fully participating citizens of an increasingly globalized world requires that educators invent a p…
The Cultural Politics of the Texas Educational Reform Agenda
This critical policy examination of the economistic discourses that control Texas's accountability reforms explores how over the last three decades Texas business elite utilized the policy process, power relationships, and educational value conflicts that promote accountability as the paradigm for education reform. Attention on "who gets what, when, and how" finds the balance of educational values is distorted on behalf of the business-power elit…
Introducing Historical Thinking to Second Language Learners
Reimagining language space with bilingual youth in a social studies classroom
This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguag…
Exploring the Civic Identities of Latina/o High School Students
Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analys…
Newcomers to the U.S
Newcomers are a special subgroup of the student population designated as English Language Learners (ELLs). The research project described in this article investigates how a teacher integrated language and content in a single subject area, social studies, in a high school newcomer classroom. Three extended lessons were presented to newcomer students in Central Texas who are native speakers of Spanish. The case study in the newcomer classroom docum…
Advocating for language rights
This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed languag…
No Había Bilingual Education
In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelitas, however, were no ordinary schools. They did not teach students to read, write, and speak in English. Rather, they sought to develop, maintain and celebrate the linguistic and cultural heritage of the communities they served by teaching students a Me…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
The Future Is Intersectional”
In this article we outline the importance of reinserting the voices, experiences, and contributions of Black women as critical citizens into the narrative of the modern-day Civil Rights Movement. In order to examine the history of Black women as critical civic agents, teachers must interrogate how Black women’s raced and gendered identities intersect and result in a particular kind of discrimination that is oftentimes never examined. We explore t…
El Colegio Altamirano (1897–1958)
(2001). El Colegio Altamirano (1897–1958): New Histories of Chicano Education in the Southwest. The Educational Forum: Vol. 65, No. 1, pp. 80-86.
Educating Late Arrival High School Immigrant Students
Examining the vital relation between immigrants' race or ethnicity, language, documented or undocumented legal status, and multicultural citizenship education is essential in the reconceptualization of current curricula and practice. The analysis provides relevant critiques of the traditional American History and citizenship curricula that are often enacted in increasingly ubiquitous late arrival high school immigrant centers. The tensions provid…
Introducing Historical Thinking to Second Language Learners
The Cultural Politics of the Texas Educational Reform Agenda
This critical policy examination of the economistic discourses that control Texas's accountability reforms explores how over the last three decades Texas business elite utilized the policy process, power relationships, and educational value conflicts that promote accountability as the paradigm for education reform. Attention on "who gets what, when, and how" finds the balance of educational values is distorted on behalf of the business-power elit…
Teaching World Geography to Late-Arrival Immigrant Students
In this case study, the work of an exemplary high school social studies teacher is highlighted. In her class, late-arrival immigrant students participated in oral, writing, and demonstration activities as they learned the physical, cultural, and historical traditions of geography education. As newcomers to the English language, the students' orientation to U.S. schooling was favorable because their teacher adapted her instruction with sheltering …
Disrupting the Official Curriculum
This multiple case study traces the influence of cultural biographies on the curriculum decision making of two Latino preservice teachers who student taught in standards-based schools. These participants drew on their personal and cultural experiences to disrupt the “official” curriculum, which they believed failed to address fundamental issues of race and inequity. Findings suggest that personal encounters with discrimination and economic injust…
Confronting/Avoiding Race in the Teaching of History
The Evolution of Luz
This paper is a case study of a Chicana former migrant in her first year of college through CAMP (College Assistance Migrant Program), and how she negotiated the challenges of family, romance, and the desire to reach her goals. Through narrative analysis, the authors examine the thoughts, words, and experiences of Luz’s life to provide insight to the complex world of vacillating identities across cultural borders and gender role expectations of c…
Newcomers to the U.S
Newcomers are a special subgroup of the student population designated as English Language Learners (ELLs). The research project described in this article investigates how a teacher integrated language and content in a single subject area, social studies, in a high school newcomer classroom. Three extended lessons were presented to newcomer students in Central Texas who are native speakers of Spanish. The case study in the newcomer classroom docum…
Critical Historical Thinking
In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers’ understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality
Special Issue of Theory & Research in Social Education
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
The Tejano History Curriculum Project
Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Texas. This study examined how these teachers produced spaces for authoring new identities for inclusion in the social studies curriculum. The engagement…
Advocating for language rights
This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed languag…
Writing Latina/o Historical Narratives
Writing Latina/o Historical Narratives
Exploring the Civic Identities of Latina/o High School Students
Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analys…
Por qué “no importa” es importante
“I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens
This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework …
The Future Is Intersectional”
In this article we outline the importance of reinserting the voices, experiences, and contributions of Black women as critical citizens into the narrative of the modern-day Civil Rights Movement. In order to examine the history of Black women as critical civic agents, teachers must interrogate how Black women’s raced and gendered identities intersect and result in a particular kind of discrimination that is oftentimes never examined. We explore t…
No Había Bilingual Education
In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelitas, however, were no ordinary schools. They did not teach students to read, write, and speak in English. Rather, they sought to develop, maintain and celebrate the linguistic and cultural heritage of the communities they served by teaching students a Me…
The primacy of relation
In this critical qualitative case study, we examined the ways three critically identifying social studies teachers understood and adopted critical pedagogy. We argue that the praxis of these teachers unfolded based on their understanding of and willingness to attend to the many dialectical relations associated with teaching. We understand the praxiological unfolding to be teachers’ critical ontological social studies posture, which we argue refle…
Challenging Damaging Ideologies
The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for students to become fully participating citizens of an increasingly globalized world requires that educators invent a p…
Reimagining language space with bilingual youth in a social studies classroom
This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguag…
Algunas personas aquí han venido con coyote como Areli?”
Sociology (22 works) · Pedagogy (20 works) · Educator Training and Historical Pedagogy (18 works) · Psychology (15 works) · Political science (14 works) · Global Education and Multiculturalism (12 works) · Law (11 works) · Gender Studies (10 works) · Critical Race Theory in Education (9 works) · Gender Studies (9 works)