Books by Gilda L. Ochoa
Jossey Bass, 2007
Chapter 1 of Learning from Latino Teachers
Becoming Neighbors in a Mexican American Community, 2004
Edited Journal Issues by Gilda L. Ochoa
Table of Contents for Volume 18 Number 2 Fall 2015.
This special issue centers migration perspec... more Table of Contents for Volume 18 Number 2 Fall 2015.
This special issue centers migration perspectives, testimonials, theories, and pedagogies that have been marginalized in the mainstream immigration scholarship. Focusing on Queer and Trans migrations, migrant struggles, detention and the politics of immigration courts, race and migration, and undocumented and documented labor, this issue includes a western hemispheric interrogation of migration in the era of globalized capital where the working poor are losing their rights to land, markets and daily survival. While this special issue engages primarily with immigration in the US, it does not ignore the transnational migration "circuits" in the Américas. To broaden frameworks on immigration and better capture heterogeneous experiences, this issue includes research articles, theoretical conceptualizations, creative pieces, oral histories, and book reviews that speak to the above topics and perspectives.
Journal Articles by Gilda L. Ochoa
Aztlán: A Journal of Chicano Studies, 2022
As California school districts prepare for a new requirement that all high school students take a... more As California school districts prepare for a new requirement that all high school students take an ethnic studies course for graduation, contentious conversations continue about a "model" ethnic studies curriculum for the state's K-12 schools. Less attention, however, has been given to the role of relationality in the vision, development, implementation, and longevity of ethnic studies courses and programs. In the spirit and praxis of Chicana/o/x studies, which centers solidarity, relationships, and critical community engagement, we write this essay as a transgenerational team to reflect on our justice-centered horizontal learning and teaching for the past fifteen years in Pomona, California. Writing collaboratively both reflects and enacts our ethos of relational connection in and across movements for educational justice. Our collaborative learning in Chicanx/Latinx studies (CLS) has resisted hierarchies and notions of linearity; instead it has been recursive and participatory, transcending the traditional forms of universitycommunity partnership. We have fluidly moved between our individual positionings as both learners and educators in our joint CLS work. In this essay we uplift salient memories as we collectively strive to answer the question What is the role of relationships in fostering Chicanx/Latinx studies spaces?
International Journal of Research and Method in Education , 2022
Social Sciences, 2021
By 10 January 2017, activists in the predominately Latina/o working class city of La Puente, Cali... more By 10 January 2017, activists in the predominately Latina/o working class city of La Puente, California had lobbied the council to declare the city a sanctuary supporting immigrants, people of color, Muslims, LGBTQ people, and people with disabilities. The same community members urged the school district to declare itself a sanctuary. While community members rejoiced in pushing elected officials to pass these inclusive resolutions, there were multiple roadblocks reducing the potential for more substantive change. Drawing on city council and school board meetings, resolutions and my own involvement in this sanctuary struggle, I focus on a continuum of three overlapping and interlocking manifestations of white supremacist heteronormative patriarchy: neoliberal diversity discourses, institutionalized policies, and a re-emergence of high-profiled white supremacist activities. Together, these dynamics minimized, contained and absorbed community activism and possibilities of change. They reinforced the status quo by maintaining limits on who belongs and sustaining intersecting hierarchies of race, immigration status, gender, and sexuality. This extended case adds to the scant scholarship on the current sanctuary struggles, including among immigration scholars. It also illustrates how the state co-opts and marginalizes movement language, ideas, and people, providing a cautionary tale about the forces that restrict more transformative change.
Journal of Latinos and Education, 2020
¡Juntos Podemos!/Together We Can! is a multigenerational, districtwide collective of educators, c... more ¡Juntos Podemos!/Together We Can! is a multigenerational, districtwide collective of educators, community organizers, and activists. Located in eastern Los Angeles County, the group developed intentionally and horizontally to address the disenfranchisement of the working-class communities of La Puente and Valinda using the California Voting Rights Act. Drawing from a praxis-oriented approach, ¡Juntos Podemos! explores the process of organizing and its connection to theory and practice. This approach builds from the experiences of members to see how different positionalities influence their participation in the struggle for school transformation. First, we highlight the politics of the school district and history of community-based school organizing from which ¡Juntos Podemos! emerges. Second, we present narratives of two collective members who grew up in different areas of the district at distinct time periods to illustrate how their experiences were shaped by dominant ideologies of schooling and why they became involved in ¡Juntos Podemos! Third, we discuss how our efforts to change the ways school board members are elected as a first step in shifting the composition of the school board. We conclude with a discussion of transformation as an ongoing process that draws on multiple approaches and strategies.
An intersectional and continental analysis of the immigrant rights movement in Los Angeles.
Sociology Compass, 2010
Since the Civil Rights Movements, the emphasis on confronting power, inequality, and racism in US... more Since the Civil Rights Movements, the emphasis on confronting power, inequality, and racism in US schools has receded. So too has the movement to reverse racial/ethnic segregation and enhance student interactions. Instead, much popular and academic discourse focuses on standardized tests and achievement gaps, leaving the social aspects of schooling and race/ethnic interactions under-explored and largely ignored. Meanwhile, racial/ethnic tensions, hierarchies, inequalities, and the patterns, institutions, and systems that maintain them persist. During a period of growth in the percentages of Latina/o and Asian American/Pacific Islander students, this article argues for the importance of theorizing, researching, and reconceptualizing race/ethnic interactions in schools. Key to this process is adopting a multifaceted and multilevel approach. This involves moving beyond dichotomous thinking and instead adopting a framework that explores (1) the strengths of quantitative and qualitative research; (2) cross- and intra-racial/ethnic relations; (3) the significance of race/ethnicity, class, and gender; (4) a conflict-solidarity continuum of relationships; and (5) the salience of macro-, meso-, and micro-dynamics on school interactions. The adoption of this approach allows for a more complex, nuanced, and contemporary analysis of the phenomena occurring in today’s schools, thereby facilitating the possibility for change.
Radical History Review, 2008
Sociology Compass, 2007
Although Latinas/os have a long history in the USA and represent a growing percentage of the popu... more Although Latinas/os have a long history in the USA and represent a growing percentage of the population, they remain largely invisible or stereotyped in dominant images and discourses. Such representations are often ahistorical, and they camouflage the effects of US power and inequality. However, the spring 2006 immigrant rights demonstrations disturbed dominant conceptions. The demonstrators called attention to the contradictory US practices that disrupt home countries, recruit labor migrants, and deny immigrants full participation. Likewise, the role of students in these demonstrations spurred reflections on why youth would walk out of their schools for immigrant rights. Inspired by these demonstrations, we combine materials from multiple disciplines to emphasize the significance of US imperialism, exploitation, and exclusion on Latina/o migration, education, and activism. Key to this article is a reframing of how the media, K-12 curriculum, and popular discourse often engage in a cultural cover-up that sustains inequality.
Latin American Perspectives, 2004
Frontiers: A Journal of Women's Studies, 1999
Book Chapters by Gilda L. Ochoa
New Directions: Assessment and Preparation of Hispanic College Students co-edited by A. G. de los Santos, G. F. Keller, R. Tannenbaum, and A. Acerada, 2018
Cracks in the Schoolyard: Narratives of Power, Inequality, and Resistance in Education, 2015
Critical Pedagogy Articles by Gilda L. Ochoa
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Books by Gilda L. Ochoa
Edited Journal Issues by Gilda L. Ochoa
This special issue centers migration perspectives, testimonials, theories, and pedagogies that have been marginalized in the mainstream immigration scholarship. Focusing on Queer and Trans migrations, migrant struggles, detention and the politics of immigration courts, race and migration, and undocumented and documented labor, this issue includes a western hemispheric interrogation of migration in the era of globalized capital where the working poor are losing their rights to land, markets and daily survival. While this special issue engages primarily with immigration in the US, it does not ignore the transnational migration "circuits" in the Américas. To broaden frameworks on immigration and better capture heterogeneous experiences, this issue includes research articles, theoretical conceptualizations, creative pieces, oral histories, and book reviews that speak to the above topics and perspectives.
Journal Articles by Gilda L. Ochoa
Book Chapters by Gilda L. Ochoa
Critical Pedagogy Articles by Gilda L. Ochoa
This special issue centers migration perspectives, testimonials, theories, and pedagogies that have been marginalized in the mainstream immigration scholarship. Focusing on Queer and Trans migrations, migrant struggles, detention and the politics of immigration courts, race and migration, and undocumented and documented labor, this issue includes a western hemispheric interrogation of migration in the era of globalized capital where the working poor are losing their rights to land, markets and daily survival. While this special issue engages primarily with immigration in the US, it does not ignore the transnational migration "circuits" in the Américas. To broaden frameworks on immigration and better capture heterogeneous experiences, this issue includes research articles, theoretical conceptualizations, creative pieces, oral histories, and book reviews that speak to the above topics and perspectives.
November 25, 2015
Once again, students are protesting entrenched inequities. Building on grassroots movements for justice such as Black Lives Matter and decades of student organizing, these demonstrations at colleges and universities are inspiring but not surprising. Students' demands (http://www.thedemands.org/) expose a pattern of neglect and outright exclusion generations in the making.