Papers by Tracey T Flores
Language Arts, 2021
Using content analysis and theories of translingual writing, this study explores how picturebook ... more Using content analysis and theories of translingual writing, this study explores how picturebook authors, illustrators, and designers bring languages beyond English into their texts.
Bilingual Research Journal , 2018
In this article, I explore the narratives and experiences of four Latinx
mothers and fathers, Alm... more In this article, I explore the narratives and experiences of four Latinx
mothers and fathers, Alma, Rose, Valente and Samuel, who participated
with their adolescent daughters (grades nine-10), Blanca, Elizabeth, Rocky
and Reyna in Somos Escritores/We are Writers writing workshops. Somos
Escritores was a family engagement space, created with and for Latinx
mothers and fathers and their adolescent daughters, that invited families
to draw, write and share stories from their lived experiences. Workshops
were designed with and for Latinx parents and their adolescent daughters
to open space for the intergenerational exchange of stories and experiences
within a political context that continuously and increasingly works to
silence and control their voices and experience. Drawing upon written
narratives, interview transcripts and ethnographic field notes, I provide
insights into the ways that these parents are raising their daughters to be
“chicas fuertes/strong girls.” Through the sharing of consejos, stories, and
experiences –their “pedagogies of the home,” (Delgado Bernal, 2001), these
parents provide their daughters with strategies and tools to navigate their
daily lives, including their personal, social and academic worlds, while
ensuring that they stay connected to their familial, cultural and linguistic
roots.
This article shares the experiences of Latina adolescent girls (Grades 7–12) and their mothers as... more This article shares the experiences of Latina adolescent girls (Grades 7–12) and their mothers as participants in Somos Escritoras/We are Writers, a creative writing workshop that invites girls and their mothers to engage in the sharing of stories through art and writing. In the creation of Somos Escritoras, I position Black and Chicana feminist thought as important experiential knowledge to center that of my participants' experiences as valuable points to begin theorizing. In addition, I weave Gutiérrez's conceptualization of third space and Anzaldúa's theorizing of Nepantla to describe the spaces of liminality the girls and mothers navigate and the potential of Somos Escritoras as a site of transformation. Drawing upon field notes, writing, artwork, and interviews, I share how girls and their mothers used writing and artwork to express themselves, define themselves, and learn from one another through their collective sharing of stories and experiences. Somos Escritoras is an example of a family engagement space that centers the cultural and gendered ways of knowing and being of Latina girls and women as important sites of knowledge to cultivate similar spaces with and for families.
Through participation in a weeklong creative writing workshop, youths ages 13–21 amplify their vo... more Through participation in a weeklong creative writing workshop, youths ages 13–21 amplify their voices through the writing and performing of stories from their lived experiences and learn to use writing as a powerful tool to break silence and transform their worlds.
Voices from the Middle, 2018
The author shares her learnings working alongside Latina adolescent girls and their parents in So... more The author shares her learnings working alongside Latina adolescent girls and their parents in Somos Escritores/We Are Writers, a six-week writing workshop that invites families to write and share stories from their lived experiences. She shares what led her work with families, providing an overview of the practices of the space. Next, she shares what she learned from families about why they write. Finally, she discusses the importance and pedagogical possibilities of creating space in literacy classrooms and family involvement spaces that center the voices, stories, and ways of knowing of families.
Latina scholar Tracey Flores and author Meg Medina share their views on creating discursive space... more Latina scholar Tracey Flores and author Meg Medina share their views on creating discursive spaces and writing stories that honor youth cultures.
Opinion Editorial (Op-Ed) by Tracey T Flores
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Papers by Tracey T Flores
mothers and fathers, Alma, Rose, Valente and Samuel, who participated
with their adolescent daughters (grades nine-10), Blanca, Elizabeth, Rocky
and Reyna in Somos Escritores/We are Writers writing workshops. Somos
Escritores was a family engagement space, created with and for Latinx
mothers and fathers and their adolescent daughters, that invited families
to draw, write and share stories from their lived experiences. Workshops
were designed with and for Latinx parents and their adolescent daughters
to open space for the intergenerational exchange of stories and experiences
within a political context that continuously and increasingly works to
silence and control their voices and experience. Drawing upon written
narratives, interview transcripts and ethnographic field notes, I provide
insights into the ways that these parents are raising their daughters to be
“chicas fuertes/strong girls.” Through the sharing of consejos, stories, and
experiences –their “pedagogies of the home,” (Delgado Bernal, 2001), these
parents provide their daughters with strategies and tools to navigate their
daily lives, including their personal, social and academic worlds, while
ensuring that they stay connected to their familial, cultural and linguistic
roots.
Opinion Editorial (Op-Ed) by Tracey T Flores
mothers and fathers, Alma, Rose, Valente and Samuel, who participated
with their adolescent daughters (grades nine-10), Blanca, Elizabeth, Rocky
and Reyna in Somos Escritores/We are Writers writing workshops. Somos
Escritores was a family engagement space, created with and for Latinx
mothers and fathers and their adolescent daughters, that invited families
to draw, write and share stories from their lived experiences. Workshops
were designed with and for Latinx parents and their adolescent daughters
to open space for the intergenerational exchange of stories and experiences
within a political context that continuously and increasingly works to
silence and control their voices and experience. Drawing upon written
narratives, interview transcripts and ethnographic field notes, I provide
insights into the ways that these parents are raising their daughters to be
“chicas fuertes/strong girls.” Through the sharing of consejos, stories, and
experiences –their “pedagogies of the home,” (Delgado Bernal, 2001), these
parents provide their daughters with strategies and tools to navigate their
daily lives, including their personal, social and academic worlds, while
ensuring that they stay connected to their familial, cultural and linguistic
roots.