Grace Cornell Gonzales
Biographic Data
| ID | 5972358 |
|---|---|
| NAME | Grace Cornell Gonzales |
| GIVEN NAMES | Grace Cornell |
| FAMILY NAME | Gonzales |
| SIGNATURE | GONZALES G C |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0001-7917-2136 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
‘We couldn’t share who we are without being able to draw on this “twoness”’
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
“Mi conciencia habla inglés, aunque yo no quiera”
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on th…
‘Ahí fuimos jalando gente’
This study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language programs. Drawing upon the theory of differential consciousness, I explored how these mothers’ own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichmen…
“ I Have Been Getting Involved for My Children
This study examines the immigrant rights practices of one un/documented Latina mother who organizes with her children for immigrant rights in Philadelphia, Pennsylvania. Findings show the ways she conceptualizes her immigrant rights organizing as parental engagement in her children’s education. Implications highlight the need for education practitioners/scholars to include community organizing in their understanding of what counts as family/paren…
Critical Witnessing in Teacher Education Research
Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the …
Broadening what counts as science
Nepantla is a Place Just Like the Ocean”
Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meeti…
I bring them here to tell their stories”
Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explore…
Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”
This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope" for Latinx families and drawing on qualitative case study methods, we documented how mothers and their children c…
Art as a Way of Talking for Emergent Bilingual Youth
In the present educational climate, in which emergent bilingual students are often viewed through a lens of deficit and remediation, andThis article has been republished with minor changes. These c
Broadening what counts as science
Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”
This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope" for Latinx families and drawing on qualitative case study methods, we documented how mothers and their children c…
Nepantla is a Place Just Like the Ocean”
Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meeti…
Art as a Way of Talking for Emergent Bilingual Youth
In the present educational climate, in which emergent bilingual students are often viewed through a lens of deficit and remediation, andThis article has been republished with minor changes. These c
I bring them here to tell their stories”
Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explore…
Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”
This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope" for Latinx families and drawing on qualitative case study methods, we documented how mothers and their children c…
“Mi conciencia habla inglés, aunque yo no quiera”
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on th…
‘Ahí fuimos jalando gente’
This study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language programs. Drawing upon the theory of differential consciousness, I explored how these mothers’ own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichmen…
“ I Have Been Getting Involved for My Children
This study examines the immigrant rights practices of one un/documented Latina mother who organizes with her children for immigrant rights in Philadelphia, Pennsylvania. Findings show the ways she conceptualizes her immigrant rights organizing as parental engagement in her children’s education. Implications highlight the need for education practitioners/scholars to include community organizing in their understanding of what counts as family/paren…
Critical Witnessing in Teacher Education Research
Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the …
Broadening what counts as science
Nepantla is a Place Just Like the Ocean”
Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meeti…
‘We couldn’t share who we are without being able to draw on this “twoness”’
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Sociology (9 works) · Multilingual Education and Policy (8 works) · Pedagogy (8 works) · Political science (5 works) · Psychology (5 works) · Gender Studies (4 works) · Linguistics (4 works) · Literacy (4 works) · Mathematics education (4 works) · Second Language Learning and Teaching (4 works)