Judith Flores Carmona
Biographic Data
| ID | 664810 |
|---|---|
| NAME | Judith Flores Carmona |
| GIVEN NAMES | Judith Flores |
| FAMILY NAME | Carmona |
| SIGNATURE | CARMONA J F |
| AFFILIATIONS | New Mexico State University |
| ORCID | 0000-0002-0127-5773 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 206 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Moving from Theory to Practice: A Relational, Experiential, and Reciprocal Approach
In this article, we share our conceptualization of what we term as a servingness praxis framework, which includes building blocks that derive/bridge/expand on the theoretical concept of “servingness” introduced by Gina A. García. We draw on Gonzalez, Moll and Amanti’s work on Funds of Knowledge (FoK) and Culturally and Linguistically Sustaining Pedagogy (CLSP). We define and explain how the relational, experiential, and reciprocal building blocks…
Testimonios as a Methodological Third Space: Disrupting Epistemological Racism in Applied Linguistics
This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized scholars and accomplices to foreground their/our languaging and knowledges and thus disrupt deficit fram…
Árbol Que Nace Torcido, Jamás Su Tronco Endereza/tree that is born crooked, its trunk never straightens: Unlearning colonization at a Hispanic Serving Institution
Purpose Replicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness. Design/methodology/approach HSIs will continue to struggle in fulfilling their mission, especially given the fast-growing Latina/e/o/x populations in the United States (US). A major challenge all H…
Critical reflexión and plática∼testimonio/haki∼shahadat: Enacting decolonial praxis of solidarity from the Mexico-US borders to Palestine
In this plática, we share how we have deployed the methodologies of critical reflexión and plática ∼ testimonio/haki ∼ shahadat, which helped us enact a decolonial praxis of solidarity with intentional acts that grounded us in border thinking and opened the possibilities of creating an otherwise of love and harmony. We illustrate a praxis of solidarity stemming from our negotiation of differences, experiences of each other/beside each other in di…
Theorizing Knowledge With Pláticas: Moving Toward Transformative Qualitative Inquiries
In this article, we engaged in pláticas to write about the methodology of pláticas. We show the use of this method by theorizing the pláticas. Our pláticas helped us reveal how we have experienced epistemicide and apartheid of knowledge blocked by epistemological racism in academia. We emphasized how the marginalization and invalidation in academia of this method happens and continues to happen especially in the social sciences. We demonstrate ho…
Telling to Heal: Mending Our Fractured Mindbodyspirit
Informed by our subjectivities and experiences at a Hispanic serving institution (HSI), as scholars from the margins of society—working-class, im/migrant Mexicana and Jewish—as mujeres and first-generation academics, playing it safe was not, and never will be, an option for us. In this article, we share our acts of resistance, informed by knowledge and experiences that spring from the body and are not separate from collective experiences, our tes…
Haki/pláticas ∼ testimonios/shahadat: Arabyya feminista decolonial praxis
The authors share how their Arabyyat and Chicana feminist pedagogies and methodologies, haki/pláticas ∼ testimonios/shahadat, contribute to a decolonial praxis. We center haki/pláticas ∼ testimonios/shahadat and introduce what we term as “Arabyya feminista decolonial praxis” in education as an act of linguistic and epistemic disobedience. Our work, pedagogies and methodologies, advance the esthetic dimensions of our Arabyya feminista praxis. We d…
Testimonios and liberation psychology as praxis: Informing educators in the borderlands
A doctoral student in counseling psychology, sociology of education scholar, and a counselor and school psychologist extend the work of the canonical theoretical framework and testimonios in Telling to Live: Latina Feminist Testimonios. Informed by liberation psychology scholarship, the authors envision a culturally responsive approach when serving Latinx students (K–20) and community members. The authors emphasize the importance of interdiscipli…
Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education
Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students ca…
Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice
Pedagogical Border Crossings: Testimonio y Reflexiones de una Mexicana Académica
I am an assistant professor at New Mexico State University; however, the path to getting to this position has been about crossing borders, about learning in and from the borderlands. The borderlands that my body has had to cross, physically and figuratively, have left many heridas abiertas (open wounds) but have also provided me with knowledge. The pain and struggles are constant reminders of the collisions that happen between el primer y tercer …
Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political
Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political
Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education
Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students ca…
Pedagogical Border Crossings: Testimonio y Reflexiones de una Mexicana Académica
I am an assistant professor at New Mexico State University; however, the path to getting to this position has been about crossing borders, about learning in and from the borderlands. The borderlands that my body has had to cross, physically and figuratively, have left many heridas abiertas (open wounds) but have also provided me with knowledge. The pain and struggles are constant reminders of the collisions that happen between el primer y tercer …
Testimonios as a Methodological Third Space: Disrupting Epistemological Racism in Applied Linguistics
This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized scholars and accomplices to foreground their/our languaging and knowledges and thus disrupt deficit fram…
Telling to Heal: Mending Our Fractured Mindbodyspirit
Informed by our subjectivities and experiences at a Hispanic serving institution (HSI), as scholars from the margins of society—working-class, im/migrant Mexicana and Jewish—as mujeres and first-generation academics, playing it safe was not, and never will be, an option for us. In this article, we share our acts of resistance, informed by knowledge and experiences that spring from the body and are not separate from collective experiences, our tes…
Critical reflexión and plática∼testimonio/haki∼shahadat: Enacting decolonial praxis of solidarity from the Mexico-US borders to Palestine
In this plática, we share how we have deployed the methodologies of critical reflexión and plática ∼ testimonio/haki ∼ shahadat, which helped us enact a decolonial praxis of solidarity with intentional acts that grounded us in border thinking and opened the possibilities of creating an otherwise of love and harmony. We illustrate a praxis of solidarity stemming from our negotiation of differences, experiences of each other/beside each other in di…
Testimonios and liberation psychology as praxis: Informing educators in the borderlands
A doctoral student in counseling psychology, sociology of education scholar, and a counselor and school psychologist extend the work of the canonical theoretical framework and testimonios in Telling to Live: Latina Feminist Testimonios. Informed by liberation psychology scholarship, the authors envision a culturally responsive approach when serving Latinx students (K–20) and community members. The authors emphasize the importance of interdiscipli…
Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political
Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice
Pedagogical Border Crossings: Testimonio y Reflexiones de una Mexicana Académica
I am an assistant professor at New Mexico State University; however, the path to getting to this position has been about crossing borders, about learning in and from the borderlands. The borderlands that my body has had to cross, physically and figuratively, have left many heridas abiertas (open wounds) but have also provided me with knowledge. The pain and struggles are constant reminders of the collisions that happen between el primer y tercer …
Testimonios and liberation psychology as praxis: Informing educators in the borderlands
A doctoral student in counseling psychology, sociology of education scholar, and a counselor and school psychologist extend the work of the canonical theoretical framework and testimonios in Telling to Live: Latina Feminist Testimonios. Informed by liberation psychology scholarship, the authors envision a culturally responsive approach when serving Latinx students (K–20) and community members. The authors emphasize the importance of interdiscipli…
Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education
Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students ca…
Haki/pláticas ∼ testimonios/shahadat: Arabyya feminista decolonial praxis
The authors share how their Arabyyat and Chicana feminist pedagogies and methodologies, haki/pláticas ∼ testimonios/shahadat, contribute to a decolonial praxis. We center haki/pláticas ∼ testimonios/shahadat and introduce what we term as “Arabyya feminista decolonial praxis” in education as an act of linguistic and epistemic disobedience. Our work, pedagogies and methodologies, advance the esthetic dimensions of our Arabyya feminista praxis. We d…
Theorizing Knowledge With Pláticas: Moving Toward Transformative Qualitative Inquiries
In this article, we engaged in pláticas to write about the methodology of pláticas. We show the use of this method by theorizing the pláticas. Our pláticas helped us reveal how we have experienced epistemicide and apartheid of knowledge blocked by epistemological racism in academia. We emphasized how the marginalization and invalidation in academia of this method happens and continues to happen especially in the social sciences. We demonstrate ho…
Telling to Heal: Mending Our Fractured Mindbodyspirit
Informed by our subjectivities and experiences at a Hispanic serving institution (HSI), as scholars from the margins of society—working-class, im/migrant Mexicana and Jewish—as mujeres and first-generation academics, playing it safe was not, and never will be, an option for us. In this article, we share our acts of resistance, informed by knowledge and experiences that spring from the body and are not separate from collective experiences, our tes…
Critical reflexión and plática∼testimonio/haki∼shahadat: Enacting decolonial praxis of solidarity from the Mexico-US borders to Palestine
In this plática, we share how we have deployed the methodologies of critical reflexión and plática ∼ testimonio/haki ∼ shahadat, which helped us enact a decolonial praxis of solidarity with intentional acts that grounded us in border thinking and opened the possibilities of creating an otherwise of love and harmony. We illustrate a praxis of solidarity stemming from our negotiation of differences, experiences of each other/beside each other in di…
Testimonios as a Methodological Third Space: Disrupting Epistemological Racism in Applied Linguistics
This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized scholars and accomplices to foreground their/our languaging and knowledges and thus disrupt deficit fram…
Árbol Que Nace Torcido, Jamás Su Tronco Endereza/tree that is born crooked, its trunk never straightens: Unlearning colonization at a Hispanic Serving Institution
Purpose Replicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness. Design/methodology/approach HSIs will continue to struggle in fulfilling their mission, especially given the fast-growing Latina/e/o/x populations in the United States (US). A major challenge all H…
Moving from Theory to Practice: A Relational, Experiential, and Reciprocal Approach
In this article, we share our conceptualization of what we term as a servingness praxis framework, which includes building blocks that derive/bridge/expand on the theoretical concept of “servingness” introduced by Gina A. García. We draw on Gonzalez, Moll and Amanti’s work on Funds of Knowledge (FoK) and Culturally and Linguistically Sustaining Pedagogy (CLSP). We define and explain how the relational, experiential, and reciprocal building blocks…
Sociology (11 works) · Critical Race Theory in Education (9 works) · Gender Studies (7 works) · Political science (7 works) · Law (6 works) · Pedagogy (5 works) · Praxis (5 works) · Latin American and Latino Studies (4 works) · Law (4 works) · Philosophy (4 works)