Working-class girls in Ciudad Juárez grow up in a context marked by violence against women, the devastating effects of drug cartel wars, unresponsive and abusive authorities, and predatory U.S. capitalism: under constantly precarious conditions, these girls are often struggling to shape their lives and realize their aspirations. Juárez native Claudia G. Cervantes-Soon explores the vital role that transformative secondary education can play in promoting self-empowerment and a spirit of resistance to the violence and social injustice these girls encounter.
Bringing together the voices of ten female students at Preparatoria Altavista, an innovative urban high school founded in 1968 on social justice principles, Cervantes-Soon offers a nuanced analysis of how students and their teachers together enact a transformative educational philosophy that promotes learning, self-authorship, and hope. Altavista’s curriculum is guided by the concept of autogestión, a holistic and dialectical approach to individual and collective identity formation rooted in the students’ experiences and a critical understanding of their social realities. Through its sensitive ethnography, this book shows how female students actively construct their own meaning of autogestión by making choices that they consider liberating and empowering.
Juárez Girls Rising provides an alternative narrative to popular and often simplistic, sensationalizing, and stigmatizing discourses about those living in this urban borderland. By merging the story of Preparatoria Altavista with the voices of its students, this singular book provides a window into the possibilities and complexities of coming of age during a dystopic era in which youth hold on to their critical hope and cultivate their wisdom even as the options for the future appear to crumble before their eyes.
“Does a service to all who would prefer a different path, offering realistic strategies to engage students in undermining scholarly stereotypes.”—Science
Picture a Professor is a collection of evidence-based insights and intersectional teaching strategies crafted by and for college instructors. It aims to inspire transformative student learning while challenging stereotypes about what a professor looks like.
Representing a variety of scholarly disciplines, the volume’s contributing authors offer practical advice for effectively navigating student preconceptions about embodied identity and academic expertise. Each contributor recognizes the pervasiveness of racialized, gendered, and other biases about professors and recommends specific ways to respond to and interrupt such preconceptions—helping students, teachers, and others reenvision what we think of when we picture a professor.
Educators at every stage of their career will find affirming acknowledgment of the ways systemic inequities affect college teaching conditions, as well as actionable advice about facilitating student learning with innovative course design, classroom activities, assessment techniques, and more.
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