Carlos Casanova

Ashley D. Domínguez & Carlos R. Casanova (2024): What is my truth and who decides?: exploring viable social identity scripts and performances with latina/x artivists in an arts-based youth participatory action research troupe, International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2024.2416718

Casanova, C. R. (2024). Exploring Program Process at Movimiento La Libertad: Examining Nuances of Youth Programs That Develop Latinx Critical Consciousness Toward Educational Injustice and Anti-Immigrant Politics. Journal of Latinos and Education, 1–13. https://doi.org/10.1080/15348431.2024.2346541

Casanova, C. R., Gómez, R. F., Domínguez, A. D., & Cammarota, J. (2024). Exploring the Multidimensions of Wellbeing that Latinx Youth Experienced When they Engaged in Critical Action Toward Anti-Immigrant Politics. Youth & Society, 0(0). https://doi.org/10.1177/0044118X241233303

Casanova, C. R. (2023). The Development of Latinx Youth Critical Consciousness in an Afterschool Program: Insights From Latinx Youth Critical Reflection and Critical Action Toward Educational Injustice. Youth & Society, 56(2), 327-350. https://doi.org/10.1177/0044118X231171609

Casanova, Carlos R., and Ashley D. Domínguez. 2023. “Countering Racist Nativism Through a Liberating Pedagogy of Praxis.” Anthropology & Education Quarterly 55 (1): 43–64. https://doi.org/10.1111/aeq.12476.

Casanova, C.R., Silver, J., & Dominguez, A.D. (2023). Social Protest as a Liberating Pedagogy of Praxis: Insights from Latina Youth Critical Action Toward Anti-Immigrant Politics. Social Justice (San Francisco, Calif.), 49(1-2), 135–157.

Casanova, C.R., King, A. J., & Fischer, D. (2023). Exploring the role of intentions and expectations in continuing professional development in sustainability education,Teaching and Teacher Education, Volume 128, 104-115, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2023.10411

Domínguez, A. D., & Casanova, C. R. (2023). School Leader Lotería: How School Educators Respond to Latinx Student Performances of (Their) Lived Experiences With Racism in School. Journal of Research on Leadership Education, 0(0). https://doi.org/10.1177/19427751231175926

Ross, L., Chapman, K. P., Dorn, S., & Casanova, C. R. (2023). Opting Out of Standardized Tests at the Secondary Level—A Geographic Analysis of Colorado. AERA Open, 9. https://doi.org/10.1177/23328584231169735

Ross, L.,  Casanova, C. R. Chapman, K. P., & Dorn, S. (2023) 1 in 4 Colorado 11th-graders skipped their state’s standardized test - geography and income help explain why. The Conversation.

Fisher, D., King, S., & Casanova, C.,R. (2023). I Can't Get No Satisfaction. In Teaching and Learning Sustainable Consumption, A Guidebook. Routledge. DOI: 10.4324/9781003018537-52

King, S., & Casanova, C.,R. (2021). Pedagogies for Cultivating Critical Consciousness: Principles for Teaching and Learning to Engage with Racial Equity, Social Justice, and Sustainability. In No Sustainability Without Justice: An Anthology on Racial Equity and Social Justice. Vol. 2., pp. 56-62. The Association for the Advancement of Sustainability in Higher Education. https://www.aashe.org/wp-content/uploads/2021/10/RESJ-2021-Anthology-Es…

Casanova, C. R., & Cammarota, J.(2019) “You trying to make me feel stupid or something?”: Countering dehumanization of Latin@ youth through a liberating pedagogy of praxis, Journal of Latinos and Education, 18:4,363-375, DOI: 10.1080/15348431.2018.1426466

Casanova, C. R. (2019). A critical ethnographic study of the resistance of Midwest Latinx youth: Towards a politics of immigration and education (Doctoral dissertation, Iowa State University). Proquests. https://www.proquest.com/docview/2296120306?pq-origsite=gscholar&fromop…;