Carmen Liliana Medina
Biographic Data
| ID | 4860895 |
|---|---|
| NAME | Carmen Liliana Medina |
| GIVEN NAMES | Carmen Liliana |
| FAMILY NAME | Medina |
| SIGNATURE | MEDINA C L |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0002-2418-1489 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Intra-Caribbean Solidarities and the Language of Social Protest
This essay explores the language of social protest in two geographic and diasporic locations in the Caribbean (Puerto Rico and the Dominican Republic) with long and ongoing histories of colonialism and imperialism. We analyze social media and digital mobilizing to examine how, in the midst of social protest, linguistic and semiotic tools indexed historicity, contemporaneity, and futurity through relational strategies that are not just textual and…
Cuentos Combativos: Decolonialities in Puerto Rican Books About María
Guided by theories of racialization and through a decolonial analysis, we share findings on the examination of four children’s books written in Puerto Rico in the aftermath of Hurricane María. In engaging with these books, we situate our work in communal and research activist practices that foreground Puerto Ricans’ hidden stories and knowledges. Our initial analysis focuses on mapping the complex and contradictory constructions of diverse sociop…
Barruntos: Youth Improvisational Work as Anticolonial Literacy Actionings in Puerto Rico
Preview this article: Barruntos: Youth Improvisational Work as Anticolonial Literacy Actionings in Puerto Rico, Page 1 of 1 /docserver/preview/fulltext/rte/56/2/researchintheteachingofenglish31474-1.gif
Critical Fictions of Transnationalism in Latinx Children’s Literature
In this essay, we provide an overview of the theories of transnationalism and critical fictions as they relate to children and children’s literature. We define “critical fictions of transnationalism” as texts that position readers across locations and times, making visible contemporary overlapping politics of border crossing, global markets, and cultural production across spaces and its implications for transmigrant communities. We then apply key…
Methodologies of Embodiment: Inscribing Bodies in Qualitative Research
Examining Transcultural Spiritual Literacies Among Latino Children Through Artifactual Mediations
Although the notion of cultural capital (Bourdieu, 1986) has been well studied and affirmed as important in recognizing the strengths of children and developing inclusive pedagogical models (Albright & Luke, 2008), this article presents a study of transcultural spiritual literacy—an element of cultural capital that is often overlooked, seldom studied in an organized fashion (Smith & Osborn, 2007, p. 23), and rarely validated in pedagogical inquir…
Deconstructing Global Markets Through Critical Performative Experiences in Puerto Rico
Critical Performative Pedagogies, the idea that “The nature of drama as a once removed creative experience turns non‐critical implicit classroom identity formation into explicit identity performance as it asks participants to actively reflect upon how identity is created and engaged within fictional social interactions.” (Weltsek and Medina, 2007) is used to explore English language learning as a political act. Using critical ethnographic researc…
Media as nexus of practice: Remaking identities inWhat Not to Wear
In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision bu…
Reading Across Communities” in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading…
The “Generacion Diez” After-School Program and Latino Parent Involvement with Schools
Drama Wor(l)ds: Explorations of Latina/o Realistic Fiction
This article looks at fifth graders’ interpretations of Friends from the other side/Amigos del tro lado by Chicana/Mexican American feminist writer Gloria Anzaldúa (1993). Drama-in-Education strategies were the pedagogical tools used to facilitate the students’ engagement in dialogues that moved them from understanding aspects of the life and social reality of Mexican undocumented immigrants on the US/Mexico border to questioning issues of citize…
The construction of drama worlds as literary interpretation of Latina feminist literature
The author presents an instrumental case study from an ethnographic research that examined how George, a student in one diverse fifth grade classroom, participated in a series of drama engagements to respond and construct meaning from the picture book Friends from the other side/Amigos del otro lado by G. Anzaldu ́a (Children's Books Press, California, 1993). Using notions such as multiple social voices and ideological bodies as theoretical frame…
Puerto Rican Subjective Locations: Definitions and Perceptions of Literacy
This manuscript addresses the epistemological shift from traditional “objective” and “neutral” forms of perceiving literacy to more complex and subjective perceptions, allowing for traditionally marginalized narratives to become an active part of the dialogue within the field of literacy. It critically examines how the author's definitions of literacy in her scholarly work are shaped by and grow out of her own identity—a Puerto Rican bilingual wo…
WhenJerry SpringerVisits Your Classroom: Teaching Latina Literature in a Contested Ground
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
Reading Across Communities” in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading…
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
WhenJerry SpringerVisits Your Classroom: Teaching Latina Literature in a Contested Ground
Examining Transcultural Spiritual Literacies Among Latino Children Through Artifactual Mediations
Although the notion of cultural capital (Bourdieu, 1986) has been well studied and affirmed as important in recognizing the strengths of children and developing inclusive pedagogical models (Albright & Luke, 2008), this article presents a study of transcultural spiritual literacy—an element of cultural capital that is often overlooked, seldom studied in an organized fashion (Smith & Osborn, 2007, p. 23), and rarely validated in pedagogical inquir…
Media as nexus of practice: Remaking identities inWhat Not to Wear
In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision bu…
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
WhenJerry SpringerVisits Your Classroom: Teaching Latina Literature in a Contested Ground
Puerto Rican Subjective Locations: Definitions and Perceptions of Literacy
This manuscript addresses the epistemological shift from traditional “objective” and “neutral” forms of perceiving literacy to more complex and subjective perceptions, allowing for traditionally marginalized narratives to become an active part of the dialogue within the field of literacy. It critically examines how the author's definitions of literacy in her scholarly work are shaped by and grow out of her own identity—a Puerto Rican bilingual wo…
Drama Wor(l)ds: Explorations of Latina/o Realistic Fiction
This article looks at fifth graders’ interpretations of Friends from the other side/Amigos del tro lado by Chicana/Mexican American feminist writer Gloria Anzaldúa (1993). Drama-in-Education strategies were the pedagogical tools used to facilitate the students’ engagement in dialogues that moved them from understanding aspects of the life and social reality of Mexican undocumented immigrants on the US/Mexico border to questioning issues of citize…
The construction of drama worlds as literary interpretation of Latina feminist literature
The author presents an instrumental case study from an ethnographic research that examined how George, a student in one diverse fifth grade classroom, participated in a series of drama engagements to respond and construct meaning from the picture book Friends from the other side/Amigos del otro lado by G. Anzaldu ́a (Children's Books Press, California, 1993). Using notions such as multiple social voices and ideological bodies as theoretical frame…
The “Generacion Diez” After-School Program and Latino Parent Involvement with Schools
Reading Across Communities” in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading…
Media as nexus of practice: Remaking identities inWhat Not to Wear
In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision bu…
Deconstructing Global Markets Through Critical Performative Experiences in Puerto Rico
Critical Performative Pedagogies, the idea that “The nature of drama as a once removed creative experience turns non‐critical implicit classroom identity formation into explicit identity performance as it asks participants to actively reflect upon how identity is created and engaged within fictional social interactions.” (Weltsek and Medina, 2007) is used to explore English language learning as a political act. Using critical ethnographic researc…
Examining Transcultural Spiritual Literacies Among Latino Children Through Artifactual Mediations
Although the notion of cultural capital (Bourdieu, 1986) has been well studied and affirmed as important in recognizing the strengths of children and developing inclusive pedagogical models (Albright & Luke, 2008), this article presents a study of transcultural spiritual literacy—an element of cultural capital that is often overlooked, seldom studied in an organized fashion (Smith & Osborn, 2007, p. 23), and rarely validated in pedagogical inquir…
Methodologies of Embodiment: Inscribing Bodies in Qualitative Research
Critical Fictions of Transnationalism in Latinx Children’s Literature
In this essay, we provide an overview of the theories of transnationalism and critical fictions as they relate to children and children’s literature. We define “critical fictions of transnationalism” as texts that position readers across locations and times, making visible contemporary overlapping politics of border crossing, global markets, and cultural production across spaces and its implications for transmigrant communities. We then apply key…
Intra-Caribbean Solidarities and the Language of Social Protest
This essay explores the language of social protest in two geographic and diasporic locations in the Caribbean (Puerto Rico and the Dominican Republic) with long and ongoing histories of colonialism and imperialism. We analyze social media and digital mobilizing to examine how, in the midst of social protest, linguistic and semiotic tools indexed historicity, contemporaneity, and futurity through relational strategies that are not just textual and…
Cuentos Combativos: Decolonialities in Puerto Rican Books About María
Guided by theories of racialization and through a decolonial analysis, we share findings on the examination of four children’s books written in Puerto Rico in the aftermath of Hurricane María. In engaging with these books, we situate our work in communal and research activist practices that foreground Puerto Ricans’ hidden stories and knowledges. Our initial analysis focuses on mapping the complex and contradictory constructions of diverse sociop…
Barruntos: Youth Improvisational Work as Anticolonial Literacy Actionings in Puerto Rico
Preview this article: Barruntos: Youth Improvisational Work as Anticolonial Literacy Actionings in Puerto Rico, Page 1 of 1 /docserver/preview/fulltext/rte/56/2/researchintheteachingofenglish31474-1.gif
Sociology (12 works) · Pedagogy (9 works) · Political science (9 works) · Art (7 works) · Literacy (7 works) · Psychology (7 works) · Gender Studies (6 works) · Latin American and Latino Studies (5 works) · Aesthetics (4 works) · Global Education and Multiculturalism (4 works)