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ERIC Number: EJ1023447
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1361-3324
The Legacy of Derrick Bell and Latino/a Education: A Critical Race Testimonio
Urrieta, Luis, Jr.; Villenas, Sofia A.
Race, Ethnicity and Education, v16 n4 p514-535 2013
In this article, we trace Bell's influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell's theory of interest convergence to discuss the tensions and possibilities of personal "success" in the academy by interweaving our "testimonios" with Critical Race and Latino Critical Race (LatCrit) scholarship in Latino/a education. Latina feminist scholars have re-worked the Latin American tradition of "testimonio" as a way to link individual stories to a collective story of Latina/o racialization in the US, and to epistemological racism in the academy. Our collective story centers the intersections of race with indigeneity, class, citizenship, language, gender and sexuality. We begin from the earliest influence of Bell's counterstorytelling method for examining Latino/a students' racializing experiences in higher education and move through other critical race work in Latino education that both directly and indirectly addresses Bell's scholarship as these intersect with our intellectual journeys. Finally, we offer a story of the complex legacy of Bell's anti-subordination and social justice scholarship for intellectual alliances, coalition building, and inter-, multi- and trans-disciplinary engaged scholarship.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A