Review of How Schools Make Race: Teaching Latinx Racialization in America, by Laura C. Chávez-Moreno

Autores/as

  • Paula Bernal University of Colorado Boulder
  • Silvia Silvia Noguerón-Liu University of Colorado Boulder

DOI:

https://doi.org/10.14507/er.v32.4377

Biografía del autor/a

Paula Bernal, University of Colorado Boulder

Paula Bernal (she/her) is a PhD student in literacy studies at the School of Education, University of Colorado Boulder. Her research interests focus on how students develop and engage in literacy practices within Spanish dual language programs. Prior to beginning her doctoral studies, she taught in elementary Spanish dual language programs in Southern California.

Silvia Silvia Noguerón-Liu, University of Colorado Boulder

Silvia Noguerón-Liu (she/her) is associate professor and Chair of Literacy Studies at the School of Education, University of Colorado Boulder.  Her research focuses on the study of equitable literacy practices for Latinx and immigration students in elementary classrooms, which she has explored in traditional and recent migration settings in Arizona, Georgia, and Colorado. She is a former bilingual elementary teacher.  

 

Citas

Chávez-Moreno, L. C. (2021). Dual language as white property: Examining a secondary bilingual-education program and Latinx equity. American Educational Research Journal, 58(6), 1107-1141. http://doi.org/10.3102/00028312211052508

Chávez-Moreno, L. C. (2022a). Critiquing racial literacy: Presenting a continuum of racial literacies. Educational Researcher, 51(7), 481-488. http://doi.org/10.3102/0013189x221093365

Chávez-Moreno, L. C. (2022b). The continuum of racial literacies: Teacher practices countering whitestream bilingual education. Research in the Teaching of English, 57(2), 108-132. http://doi.org/10.58680/rte202232151

Chávez-Moreno, L. C. (2024). Examining race in LatCrit: A systematic review of Latinx critical race theory in education. Review of Educational Research, 94(4), 501-538. http://doi.org/10.3102/00346543231192685

Chávez-Moreno, L. C. (2025). Conceptualizing Latinx vis-à-vis race in education research. Educational Researcher, 54(7), 406-413. https://doi.org/10.3102/0013189X251336178

Hamann, E., Wortham, S., & Murillo, E. (Eds) (2015). Revisiting education in the new Latino diaspora. Information Age Publishing.

Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early-career teacher practice. American Educational Research Journal, 50(3), 574–615. https://doi.org/10.2307/23526113

[Book reviewed] Chávez-Moreno, L. (2024). How schools make race: Teaching Latinx racialization in America. Harvard Education Press.

Descargas

Publicado

2025-12-03

Cómo citar

Bernal, P., & Silvia Noguerón-Liu, S. (2025). Review of How Schools Make Race: Teaching Latinx Racialization in America, by Laura C. Chávez-Moreno. Reseñas Educativas, 32. https://doi.org/10.14507/er.v32.4377

Número

Vol. 32 (2025)

Sección

Reseñas de libros

Licencia

Derechos de autor 2025 Paula Bernal, Silvia Silvia Noguerón-Liu

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.

 

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