PUBLICATIONS BY XITO CONSULTANTS
Arce, M. S. (2016). Xicana/o Indigenous Epistemologies: Toward a Decolonizing and Liberatory Education for Xicana/o Youth. " White" Washing American Education [2 Volumes]: The New Culture Wars in Ethnic Studies, 11.
Arce, M.S. & Fernández, A. (2014). Barrio pedagogy: Praxis within the Tucson social justice education semester. Regeneración: The Association of Raza Educators Journal, 5(1), 4-11.
Romero, A. & Arce, M.S. (2011). Saving the lives, the culture and the history of our children: Telling the truth in Arizona’s cultural war. Regeneración: The Association of Raza Educators Journal, 2(1), 19-24.
Romero, A., Arce, M.S. & Cammarota, J. (2009). A barrio pedagogy: Identity, intellectualism,activism, and academic achievement through the evolution of critically compassionate intellectualism. Race, Ethnicity, and Education, 12(2), 217-233.
Romero, A. & Arce, M.S. (2009). Culture as a resource: Critically compassionate intellectualism and its struggle against racism, fascism, and intellectual apartheid in Arizona. Hamline University School of Law Journal of Public Law and Policy, 31(1),179-217.
Fernández, A. (2016). Resistance and Resilience in Tucson: The Xican@ Institute for Teaching and Organizing (XITO) as a Form of Resistance and Liberation. " White" Washing American Education [2 Volumes]: The New Culture Wars in Ethnic Studies, 239.
Fernandez, A. (2016). Construir y No Destruir (Build and Do Not Destroy): Tucson Resisting. Workplace: A Journal for Academic Labor, (26).
Arce, S. & Fernández, A. (2014). Barrio Pedagogy: Praxis within the Tucson Social Justice Education Semester. Regeneración: The Association of Raza Educators Journal, 5(1), 4-11.
Fernández, A. & Hammer, Z. (2012). Red scare in the red state: The attack on Mexican American Studies in Arizona and opportunities for building national solidarity. Association of Mexican American Educators Journal, 6(1).
Fernández, A. E. (Winter 2010-2011) Whitening Arizona: Teacher education in a time of war against our Students. Rethinking Schools.
Fernández, A. E. (2009). Reconfiguring the borderlands of identity: Preparing social justice educators. Journal of Praxis in Multicultural Education, 4 (1).
Wong, P. & Fernández, A.E. (2008). Sustaining ourselves under stressful times: Strategies to assist multicultural Educators. Multicultural Education, 15(3)
Fernández, A.E. (2003). Autobiography in multicultural, anti-racist education: Three case studies. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 18(1).
Elsbree, A.R., Fernández, A.E. & Wong, P. (2004). Beyond It’s Elementary: Practices to disrupt homophobia in teacher education courses. EdChange.
Acosta, C. (2014). Dangerous Minds In Tucson: The Banning of Mexican American Studies and Critical Thinking In Arizona. The Journal of Educational Controversy, 7(2). Acosta, C. (2014).
Acosta, C. (2014). Huitzilopochtli: The will and resiliency of Tucson youth to keep Mexican American Studies alive. Multicultural Perspectives, 16(1), 3-7.
Acosta, C. (2013). Pedagogies of resiliency and hope in response to the criminalization of Latin@ students. Journal of Language & Literacy Education [Online], 9(2), 63-71.
Acosta, Curtis (2012). Tú eres mi otro yo/You are my other self. In N. Schniedewind & M. Sapon-Shevin (Eds.), Educational courage: Resisting the ambush on Public Education. Beacon Press.
Acosta, C. & Mir, A. (2012). Empowering young people to be critical thinkers: The Mexican American Studies Program in Tucson. Voices in Urban Education. 34 (Summer).
Acosta, C. (2007). Developing critical consciousness: Resistance literature in a Chicano literature class. English Journal, 36-42.
SELECT PUBLICATIONS ON XITO'S WORK
Cati, V., López, J., & Morrell, E. (2015). Toward a Critical Pedagogy of Race: Ethnic Studies and Literacies of Power in High School Classrooms. Race and Social Problems, 7(1), 84-96.
Cabrera, N. L.; Milem, J.F.; Jaquette, O. & Marx, R.W. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tucson. American Educational Research Journal, 51(6), 1084-1118.
Cappellucci, D. F., Williams, C., Hernandez, J. J., Nelson, L. P., Casteel, T., Gilzean, G., & Faulkner, G. (2011). Curriculum audit of the Mexican American Studies Department, Tucson Unified School District.
Delgado, R. (2013). Precious knowledge: State bans on ethnic studies, book traffickers (librotraficantes), and a new type of race trial. North Carolina Law Review, 91(5), 1514-1551.
O’Leary, A.O., Romero, A.J., Cabrera, N.L., & Rascón, M. (2012). Assault on studies. In O. Santa Anna & González de Bustamante, C. (Eds.), Arizona firestorm: Global immigration realities, national media, and provincial politics (pp.97-120). Landham, MD: Rowman & Littlefield Publishers, Inc.
Serna, E. (2013). Tempest, Arizona: Criminal epistemologies and the rhetorical possibilities of Raza studies. Urban Review, 45(1), 41-57. o
Sleeter, C. (2011). The academic and social value of ethnic studies: A research review. Washington: National Education Association.
Villanueva, S.T. (2013). Teaching as a healing craft: Decolonizing the classroom and creating spaces of hopeful resistance through Chicano-Indigenous pedagogical praxis. Urban Review, 45(1), 23- 40.