Research in the Teaching of English Feb 2022

“Our Community Is Filled with Experts”: The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of Resistance

Alicia Rusoja Saint Mary's College of California

Abstract

Anti-immigrant legal violence and grassroots organizing against it have fundamentally shaped the lives of immigrant children and families in the US. This article inquires into the intergenerational literacy, teaching, and learning practices of Latinx immigrants’ political mobilization, drawing on qualitative data from a larger yearlong practitioner inquiry study that involved observant participant field notes, artifacts, photographs, and in-depth interviews with 11 undocumented and documented Latinx immigrants with whom I, a Latina immigrant, shared an organizing practice. Through analysis grounded on literacy as critical sociocultural practice, intergenerational learning, and Chicana/Latina education in everyday life, I argue that Latinx immigrants mobilize against oppression through critical literacy practices that facilitate what I theorize as a “communal pedagogy of resistance.” This is an intergenerational pedagogy enacted in communal spaces that grows from Latinx immigrants’facultad,meaning the critical consciousness and epistemic privilege that results from living in the liminal space of theborderlands. This pedagogy views our community’s cultural, literacy, and linguistic practices as strengths and tools of resilience and resistance, and expands our definition of family and our sense of interdependence to fellow oppressed communities, teaching us to enact inclusive justice. A key takeaway is that Latinx immigrant students’ educational and literacy practices cannot be separated from those of their wider family/community, nor from their intergenerational sociopolitical struggles and expertise. Another is that intergenerational literacy and learning are bi/multidirectional. Implications include the need for educational institutions to learn from this pedagogy, and for additional literacy research into communal sociopolitical mobilization.

Journal
Research in the Teaching of English
Published
2022-02-15
DOI
10.58680/rte202231639
Open Access
Closed
Topics
literacy studies threshold concepts writing across the curriculum race and writing multilingual writers

Citation Context

Cited by in this index (3)

  1. Neville et al. (2025)
    “[Writing]’s Like in a Hot Car Finally Opening the Window”: Humanizing Writing …
    Research in the Teaching of English
  2. Lee (2024)
    Knowing, Feeling, and Doing Language with Communities: Racialized Multilingual …
    College English
  3. Sánchez et al. (2023)
    Laying the Foundation for Imagination, Resistance, and Political-Ethical Becomi…
    Research in the Teaching of English

Cites in this index (0)

No references match articles in this index.

Also cites 16 works outside this index ↓
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  2. Bloemraad (2008)
    It’s a family affair: Intergenerational mobilization in the spring 2006 protests
    American Behavioral Scientist  ↗
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    Using a Chicana feminist epistemology in educational research
    Harvard Educational Review  ↗
  4. Delgado Bernal (2006)
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CrossRef global citation count: 19 View in citation network →

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