Publications

Unda, M. D. C., Shook, L. M., & Lizárraga-Dueñas, L. I. (2022). Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study. Journal of Cases in Educational Leadership, 25(3), 215–235. https://doi.org/10.1177/15554589221079250

Rubio, B., Milk Bonilla, C., & Bell, R. (2021). Decolonial Latinx urban educational leadership development through a community-based partnership. In R.O. Guillaume, N. Arnold, A.F. Osanloo, & C.M. Grants (Eds.), Handbook for urban educational leadership second edition. Roman and Littlefield Publishers https://rowman.com/ISBN/9781475851540/Handbook-of-Urban-Educational-Leadership-2nd-Edition

Rubio, B., Palmer, D. K. & Martinez, M. (2021). Si no estás defendiendo a tus alumnos, ¿qué estás haciendo en el salón? A Mexican Immigrant Teacher ‘s Journey to Critical Consciousness. Journal of Language, Identity, & Education, 20(1), 45-57. https://doi.org/10.1080/15348458.2021.1864208

Bell, R. C. (2020). Academia Cuauhtli: Bilingual, bicultural teacher expertise in a cultural and linguistic revitalization project [Doctoral Dissertation, University of Texas at Austin]. UT Electronic Theses and Dissertations. http://dx.doi.org/10.26153/tsw/13633

Bell, R.C., Martinez, M., Rubio, B. (In press). Dialogical relationships and critical reflexivity as emancipatory praxis in a community based program. In S. May & B. Caldas (Eds.) Critical Ethnography, Bi/Multilingualism, Race(ism) and Education (pp.). Bristol, UK.

Milk-Bonilla, C., Rubio, B., & Alvarez-Simz, L. (2020). Building confidence thoroughly culturally sustaining spaces for teachers and students. Trayectoras Humanas Trascontinentales, (8), 1-15. https://doi.org/10.25965/trahs.2744

Milk-Bonilla, C., Shook, L., & Garcia, I. (In press). A bridge called consejo [Editorial]. The Harvard Kennedy School Journal of Hispanic Policy. Online.

Unda, M. D., Shook, L., & Lizarraga-Dueñas, L. (in press). Community based organizations and the sustainability of Latinx educators during COVID-19. Journal of Cases in Educational Leadership.

Zamora, E. & Valenzuela, A. (2019). Ethnic studies and community-engaged scholarship in Texas: the weaving of a broader “we.” In R. T. Cauhtin, M. Zavala, C. Sleeter, and W. Au (Eds.), Rethinking Ethnic Studies (pp. 328-335). Rethinking Schools. https://rethinkingschools.org/books/rethinking-ethnic-studies/

Valenzuela, A. (2019). Insurrection and the decolonial imaginary at Academia Cuauhtli: the liberating potential of third-space pedagogies in a third space. In T. R. Berry, C. A. Kalinec-Craig, M. A. Rodriguez (Eds.), Latinx Curriculum Theorizing (pp. 1-13). Lexington Books.

Rubio, B. (2018). Academia Cuauhtli teachers: Additive teaching in subtractive context [Doctoral Dissertation, University of Texas at Austin]. UT Electronic Theses and Dissertations. http://hdl.handle.net/2152/68733

Valenzuela (2017). Academia Cuauhtli: (Re)locating the spiritual, if crooked, path to social justice. International Journal of Qualitative Studies in Education, 30(10), 906-911. https://doi.org/10.1080/09518398.2017.1312610

Valenzuela, A. (Ed.). (2016). Growing Critically Conscious Teachers. Teachers College Press. https://www.tcpress.com/growing-critically-conscious-teachers-9780807756836

Valenzuela, A., Zamora, E., and Rubio, B. (2015). Academia Cuauhtli and the Eagle: Danza Mexica and the Epistemology of the Circle. Annenberg Voices in Urban Education, 41, 46-56. https://eric.ed.gov/?id=EJ1074841

Valenzuela, A. & Riojas, C. “No time to waste: We must advocate for books for our children,” (2013). Somos en Escrito http://somosenescrito.blogspot.com/2013/10/no-time-to-waste-we-must-advocate-for.html