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193 Nolan L. Cabrera, PhD, is an assistant professor in the Center for the Study of Higher Education at the University of Arizona. His scholarship focuses on whiteness formation, Latina/o college students, and racism in higher education. Dr. Cabrera’s articles have appeared in the Review of Higher Education, Journal of Latinos and Education , Journal of Higher Education, Research in Higher Education, Phi Delta Kappan, and the Hispanic Journal of Behavioral Sciences. He is also coauthor of the monograph, Advancing in Higher Education: A Portrait of Latino College Students Entering Four Year Institutions, 1975–2006. Julio Cammarota is an associate professor of Mexican American studies at the University of Arizona. His research focuses on participatory action research with Latina/o youth, institutional factors in academic achievement, and liberatory pedagogy. He has published articles on family, work, and education among Latinas/os and on the relationship between culture and academic achievement. He is the coeditor of two volumes in the Critical Youth Studies series published by Routledge/Falmer Press: Beyond Resistance! Youth Activism and Community Change: New Democratic Possibilities for Practice and Policy for America’s Youth (2006) and Revolutionizing Education : Youth Participatory Action Research in Motion (2008). Dr. Cammarota has published an ethnography of Latina/o youth, Sueños Americanos: Barrio Youth Negotiate Social and Cultural Identities (University of Arizona Press, 2008). His work has been instrumental in advancing social justice in education and youth development. Currently, he is the codirector of the Social Justice Education Project in Tucson, Arizona. Chiara Cannella, PhD, is an assistant professor of teacher education at Fort Lewis College. Her work focuses on cultural diversity in education as well as sociocultural perspectives on education. Her research addresses education for marginalized students , and she has done participatory and community-based action research in schools, engaging students’ civic and social activism in disenfranchised communities. Mary Carol Combs is a professor of practice in the Department of Teaching, Learning , and Sociocultural Studies, University of Arizona. She teaches graduate and undergraduate courses in bilingual and ESL education, sheltered content instruction and ESL methods, indigenous language revitalization, and language policy and Contributors 194 · Contributors planning. Her research interests include bilingual education policy and law, sociocultural theory, indigenous language revitalization and development, immigration and education, and bilingual and English language learner teacher preparation. She is the coauthor, with Carlos Ovando, of Bilingual and ESL Classroom, 5th ed. (McGrawHill , 2012) and has authored numerous articles and book chapters on Arizona’s language policies. Lara dos Passos Coggin, PhD, joined the Focused Inquiry faculty in the fall of 2012. She conducted her doctoral course work and research in the Department of Teaching , Learning, and Sociocultural Studies, part of the University of Arizona’s College of Education. Her mixed-methods study on the 2009 and 2010 Institutes for Transformative Education explored participants’ ideas about race, class, and culture in education , and the ways in which the institute fostered transformative learning for them. Created by Tucson Unified School District’s Mexican American Studies Department, the institutes have been discontinued, under immense pressure from the state of Arizona . Dr. Coggin also holds a master’s degree in Native American linguistics with an emphasis on Navajo grammar, a master’s degree in American Indian studies, and a bachelor’s degree in anthropology. Jeff Duncan-Andrade, PhD, is associate professor of raza studies and education at San Francisco State University and director of the Educational Equity Initiative at the Institute for Sustainable Economic, Educational, and Environmental Design. In addition to these duties, he continues as a high school teacher in East Oakland, where for the past twenty years he has practiced and studied the use of critical pedagogy in urban schools (see www.rosesinconcrete.org). Duncan-Andrade has lectured around the world about the elements of effective teaching in schools serving poor and workingclass children. He has authored two books and numerous journal articles and book chapters on the conditions of urban education, urban teacher support and development , and effective pedagogy in urban settings. Anna Ochoa O’Leary, PhD, is an assistant professor in Mexican American studies at the University of Arizona, and codirector of the Binational Migration Institute at the University of Arizona. She is a 2006 Garcia-Robles Fulbright scholar for research on repatriated and deported migrant women on the US-Mexico border, and author of numerous journal articles on the topic of immigrant women and Latina/o education. She has developed a textbook, Chicano Studies: The Discipline and the Journey (KendallHunt , 2007), and is...

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