Mariana Pacheco
Biographic Data
| ID | 641295 |
|---|---|
| NAME | Mariana Pacheco |
| GIVEN NAMES | Mariana |
| FAMILY NAME | Pacheco |
| SIGNATURE | PACHECO M |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-5290-611X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 52 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Re-imagining Social Futures
This paper focuses on a summer writing program we called GANAS with bi/multilingual youth, including English learners and one youth with a learning disability, that sought to facilitate sociocritical literacies (SL) based on youths’ lived experiences to imagine new social futures. Envisioned as a social design experiment, we used testimonio as a primary mediational tool to promote SL, with the goals of advancing: (1) an equity-driven learning eco…
Toward radical belonging
In this conceptual essay, the authors draw on their partnerships with schools to articulate radical belonging as a guiding vision for antiracist learning communities, centering students of color in particular. They distinguish radical belonging from common conceptions of school belonging in several ways. First, they emphasize that radical belonging requires transformative change to root out the racism endemic to schooling in the United States. Se…
Love as a Necessary Corrective
In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living,…
Bilingual education for self-determination
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x background…
Bilanguaging Love
Dual language immersion (DLI) education opens possibilities to leverage Latina/o/x bilingual students’ borderlands subjectivities and sensitivities. Yet persistent hegemonic discourses and the instantiation of linguistic and ideological borders in schools denigrate these sensibilities. By drawing on the concepts of bilanguaging and bilanguaging love (Mignolo, 2012), in this study the researchers examine the embodied epistemologies and knowledges …
Learning and Becoming Writers
This article analyzes a yearlong ethnography of the Southside Free Press, a non-school-affiliated community-based organization that served diverse adolescent staff writers who prepared articles for a monthly newspaper publication. The study employed a perspective of learning as legitimate peripheral participation with/in a newsroom community of practice. Specifically, using Rogoff’s three planes of analysis—apprenticeship, guided participation, a…
Learning In/Through Everyday Resistance
This essay addresses the value of leveraging the unique learning, thinking, and knowledge students develop in home–community spaces for school curriculum. The author explores everyday resistance to highlight a particular set of enacted political actions and practices in which students, families, and communities participate to negotiate the demands of their politically charged contexts. She draws on cultural-historical theoretical perspectives and…
English‐Language Learners' Reading Achievement
This case study of reading activity in third‐grade bilingual classrooms at a state‐sanctioned “successful” school examines the influences of the California accountability framework—Proposition 227, No Child Left Behind, and the federal Reading First program—on shifting beliefs and practices around what “counts” as reading. The researcher utilized cultural‐historical theoretical perspectives on the socioculturally mediated nature of teaching and l…
Performativity in the Bilingual Classroom
This article analyzes illustrative classroom events documented during an ethnographic study of bilingual classrooms in a "high-achieving" school. Through a performativity lens that emphasizes the discursive constitution of subjectivities, I demonstrate how discourses around achievement and success in the current reform context exacerbated one bilingual teacher's deficit-oriented ideologies about English learners and their families. This analysis …
Sounding American”
The authors highlight the omission of English language learners and their unique needs from reports such as that of the U.S. National Reading Panel. Situating their conversation in a sociocultural and socioeconomic context, they discuss how schools can and should help all children
En qué consiste el Pecc? La participación colombiana en los distintos grupos de trabajo
En el Repositorio Institucional Séneca están depositados materiales en formato digital fruto de la producción científica o académica, de esta manera permite almacenar, difundir y preservar información de vital importancia
Learning In/Through Everyday Resistance
This essay addresses the value of leveraging the unique learning, thinking, and knowledge students develop in home–community spaces for school curriculum. The author explores everyday resistance to highlight a particular set of enacted political actions and practices in which students, families, and communities participate to negotiate the demands of their politically charged contexts. She draws on cultural-historical theoretical perspectives and…
Sounding American”
The authors highlight the omission of English language learners and their unique needs from reports such as that of the U.S. National Reading Panel. Situating their conversation in a sociocultural and socioeconomic context, they discuss how schools can and should help all children
English‐Language Learners' Reading Achievement
This case study of reading activity in third‐grade bilingual classrooms at a state‐sanctioned “successful” school examines the influences of the California accountability framework—Proposition 227, No Child Left Behind, and the federal Reading First program—on shifting beliefs and practices around what “counts” as reading. The researcher utilized cultural‐historical theoretical perspectives on the socioculturally mediated nature of teaching and l…
Toward radical belonging
In this conceptual essay, the authors draw on their partnerships with schools to articulate radical belonging as a guiding vision for antiracist learning communities, centering students of color in particular. They distinguish radical belonging from common conceptions of school belonging in several ways. First, they emphasize that radical belonging requires transformative change to root out the racism endemic to schooling in the United States. Se…
Bilingual education for self-determination
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x background…
Bilanguaging Love
Dual language immersion (DLI) education opens possibilities to leverage Latina/o/x bilingual students’ borderlands subjectivities and sensitivities. Yet persistent hegemonic discourses and the instantiation of linguistic and ideological borders in schools denigrate these sensibilities. By drawing on the concepts of bilanguaging and bilanguaging love (Mignolo, 2012), in this study the researchers examine the embodied epistemologies and knowledges …
Performativity in the Bilingual Classroom
This article analyzes illustrative classroom events documented during an ethnographic study of bilingual classrooms in a "high-achieving" school. Through a performativity lens that emphasizes the discursive constitution of subjectivities, I demonstrate how discourses around achievement and success in the current reform context exacerbated one bilingual teacher's deficit-oriented ideologies about English learners and their families. This analysis …
En qué consiste el Pecc? La participación colombiana en los distintos grupos de trabajo
En el Repositorio Institucional Séneca están depositados materiales en formato digital fruto de la producción científica o académica, de esta manera permite almacenar, difundir y preservar información de vital importancia
Sounding American”
The authors highlight the omission of English language learners and their unique needs from reports such as that of the U.S. National Reading Panel. Situating their conversation in a sociocultural and socioeconomic context, they discuss how schools can and should help all children
English‐Language Learners' Reading Achievement
This case study of reading activity in third‐grade bilingual classrooms at a state‐sanctioned “successful” school examines the influences of the California accountability framework—Proposition 227, No Child Left Behind, and the federal Reading First program—on shifting beliefs and practices around what “counts” as reading. The researcher utilized cultural‐historical theoretical perspectives on the socioculturally mediated nature of teaching and l…
Performativity in the Bilingual Classroom
This article analyzes illustrative classroom events documented during an ethnographic study of bilingual classrooms in a "high-achieving" school. Through a performativity lens that emphasizes the discursive constitution of subjectivities, I demonstrate how discourses around achievement and success in the current reform context exacerbated one bilingual teacher's deficit-oriented ideologies about English learners and their families. This analysis …
Learning In/Through Everyday Resistance
This essay addresses the value of leveraging the unique learning, thinking, and knowledge students develop in home–community spaces for school curriculum. The author explores everyday resistance to highlight a particular set of enacted political actions and practices in which students, families, and communities participate to negotiate the demands of their politically charged contexts. She draws on cultural-historical theoretical perspectives and…
Learning and Becoming Writers
This article analyzes a yearlong ethnography of the Southside Free Press, a non-school-affiliated community-based organization that served diverse adolescent staff writers who prepared articles for a monthly newspaper publication. The study employed a perspective of learning as legitimate peripheral participation with/in a newsroom community of practice. Specifically, using Rogoff’s three planes of analysis—apprenticeship, guided participation, a…
Bilanguaging Love
Dual language immersion (DLI) education opens possibilities to leverage Latina/o/x bilingual students’ borderlands subjectivities and sensitivities. Yet persistent hegemonic discourses and the instantiation of linguistic and ideological borders in schools denigrate these sensibilities. By drawing on the concepts of bilanguaging and bilanguaging love (Mignolo, 2012), in this study the researchers examine the embodied epistemologies and knowledges …
Love as a Necessary Corrective
In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living,…
Bilingual education for self-determination
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x background…
Toward radical belonging
In this conceptual essay, the authors draw on their partnerships with schools to articulate radical belonging as a guiding vision for antiracist learning communities, centering students of color in particular. They distinguish radical belonging from common conceptions of school belonging in several ways. First, they emphasize that radical belonging requires transformative change to root out the racism endemic to schooling in the United States. Se…
Re-imagining Social Futures
This paper focuses on a summer writing program we called GANAS with bi/multilingual youth, including English learners and one youth with a learning disability, that sought to facilitate sociocritical literacies (SL) based on youths’ lived experiences to imagine new social futures. Envisioned as a social design experiment, we used testimonio as a primary mediational tool to promote SL, with the goals of advancing: (1) an equity-driven learning eco…
Sociology (10 works) · Pedagogy (9 works) · Political science (9 works) · Multilingual Education and Policy (6 works) · Politics (6 works) · Anthropology (5 works) · Gender Studies (5 works) · Linguistics (4 works) · Psychology (4 works) · Teacher Education and Leadership Studies (4 works)