Claudia Cervantes Soon

BOOKS

Cervantes-Soon, C. G. (2017). Juárez girls rising: Transformative education in times of dystopia. Minneapolis, MI: University of Minnesota Press.

ARTICLES

Palmer, D. K., Cervantes-Soon, C. G., Heiman, D. B., Dorner, L. (Forthcoming). Bilingualism, Biliteracy, Biculturalism…and Critical Consciousness for All: Proposing a Fourth Fundamental Principle for Two-Way Dual Language Education. Theory into Practice.

Cervantes-Soon, C. G., Dorner, L., Palmer, D. K. Heiman*, D., Schwerdtfeger, R. & Choi, J. (2017). Combating Inequalities in Two-Way Language Immersion Programs: New Directions for Bilingual Education. Review of Research in Education, 41(1), 403-427.

Cervantes-Soon, C. G. (2016). Mujeres truchas: Urban girls redefining smartness in a dystopic global south. Race Ethnicity and Education, 1-14.

Cervantes-Soon, C. G. & Carrillo, J. F. (2016). Toward a pedagogy of border thinking: Building on Latin@ students’ subaltern knowledge. The High School Journal, 99(4), 282-301.

Cervantes-Soon, C. G. (2014). A Critical Look at Dual Language Immersion in the New Latin@ Diaspora. Bilingual Research Journal, 37(1), 64-82.

Cervantes-Soon, C. G. (2014) The U.S.-México bordercrossing Chicana researcher and the politics of identity and imperialism in critical ethnography. Journal of Latino-Latin American Studies.

Cervantes-Soon, C. G. (2012). Testimonios of life and learning in the borderlands: Subaltern Juárez girls speak. Equity and Excellence in Education, 45(3), 373-391.

Soto, L.D., Cervantes-Soon, C. G., Villarreal-Perales, E. & Campos, E. (2009). The Xicana sacred space: A communal circle of compromiso for educational researchers. Harvard Educational Review. 79 (5), 755-776.

BOOK CHAPTERS

Cervantes-Soon, C. G. & Kasun, G. S. (2018). Transnational learners and TESOL. In J.I. Liontas & M. DelliCarpini (Eds.) TESOL Encyclopedia of English Language Teaching, Hoboken, NJ: Wiley.

Palmer, D. K., Cervantes-Soon, C. G., Heiman, D.* (2017). La condición académica del estudiante bilingüe: Cómo asegurar el éxito de los estudiantes bilingües emergentes a través del programa de doble inmersión. In L. A. Soltero & M. Guerrero (Eds.) Abriendo brecha: Antología crítica sobre la educación bilingüe de doble inmersión.

Cervantes-Soon, C. G. & Turner, A. M.* (2017). Countering Silence and Reconstructing Identities in a Spanish/English Two-Way Immersion Program: Latina Mothers’ Pedagogies in El Nuevo Sur. In X. Rong & J. Hilburn (Eds.) Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State.  Boston, MA: Sense.

Cervantes-Soon, C. G. (2016). Testimonios of Life and Learning in the Borderlands: Subaltern Juarez Girls Speak. In D. Delgado Bernal, R. Burciaga & J. Flores Carmona (Eds.) Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice. New York: Routledge.

Cervantes-Soon, C. G. & Carrillo, J.F (2015). Scholarship of Mind and Soul. In Hernandez, E. Murakami and G. Rodriguez (eds.) Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds): Latinas/os Finding Work-Life Balance in Academia, pp. 163-172. Charlotte, NC: Information Age Inc.

Cervantes-Soon, C. G. & Valenzuela, A.  (2010). Subtractive Legislative Policy: The Plight of Bilingual Language Learners. Chapter prepared for B. Bustos Flores, R. Hernandez Sheets, and E. Riojas Clark (Eds.), Educar para Transformar: Teacher Preparation for Bilingual Student Populations, pp. 191-204. New York: Routledge.