Lindsay Pérez Huber

Bio: Lindsay Pérez Huber is an academic researcher from California State University, Long Beach. The author has contributed to research in topics: Critical race theory & Racism. The author has an hindex of 18, co-authored 30 publications receiving 1831 citations. Previous affiliations of Lindsay Pérez Huber include University of California, Los Angeles & American University.

A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later

Abstract: this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldua, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies i...

Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions

Abstract: This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism—the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies native (white) dominance, and reinforces hegemonic power—emerge in California public K–12 education for Chicana students. I use data from 40 testimonio interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression—systemic, everyday forms of racist nativism that are subtle, layered, and cumulative verbal and non-verbal assaults directe...

Silenced Struggles: The Experiences of Latina and Latino Undocumented College Students in California

Abstract: Latinalo Critical Race Theory (LatCrit) exposes multiple forms of oppression Latinalo students experience, including race, class, gender, language, and immigration status We utilize this theoretical framework to examine critically the experiences of Latina and Latino undocumented college students in California public institutions of higher education Through six in-depth interviews with Latinal o undocumented college students, this Article explores the unique experiences and obstacles these students encounter in their college careers We offer several policy recommendations for California institutions to support better their Latinalo undocu- mented student populations under current legislative restrictions

Chicana/Latina Testimonios on Effects and Responses to Microaggressions

Abstract: Testimonio in educational research can reveal both the oppression that exists within educational institutions and the powerful efforts in which students of color 1 engage to challenge and transform those spaces. We utilize testimonio as a methodological approach to understand how undocumented and U.S.-born Chicana/Latina students experience the effects of and responses to a systemic, subtle, and cumulative form of racism, racist nativist microaggressions. We draw from critical race and Chicana feminist frameworks to understand the effects of microaggressions as embodied systemic oppression (Cruz, 2006; Moraga & Anzaldua, 2002b). Our analysis reveals that the students engaged and created counterspaces within K-12 institutions that challenged oppression and sought to transform the educational spaces that marginalized them. Throughout these findings, we explore the process of conocimiento (Anzaldua, 2002) that allowed the women to engage in reflection, healing, and celebration of their resiliency.

Visualizing Everyday Racism Critical Race Theory, Visual Microaggressions, and the Historical Image of Mexican Banditry

Abstract: Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname that emerge in various mediums such as textbooks, children’s books, advertisements, film and television, dance and theater performance, and public signage and statuary. These microaggressions reinforce institutional racism and perpetuate ideologies of white supremacy. In this article, we use a racial microaggressions analytical framework to examine how the “Mexican bandit” visual microaggression has been utilized as a multimodal text that (re)produces racist discourses that in turn reinforce dominant power structures. These discourses have all...

Social Linguistics and Literacies: Ideology in Discourses.

Abstract: Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading and writing abilities This narrow interpretation of literacy, an offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary research has begun to undermine the authority of this perspective by situating literacy in larger social practices

Current index to legal periodicals

Abstract: American Bankruptcy Institute Law Review 17 Am. Bankr. Inst. L. Rev., No. 1, Spring, 2009. Boston College Law Review 50 B.C. L. Rev., No. 3, May, 2009. Boston University Public Interest Law Journal 18 B.U. Pub. Int. L.J., No. 2, Spring, 2009. Cardozo Journal of Conflict Resolution 10 Cardozo J. Conflict Resol., No. 2, Spring, 2009. Cardozo Public Law, Policy, & Ethics Journal 7 Cardozo Pub. L. Pol’y & Ethics J., No. 3, Summer, 2009. Chicago Journal of International Law 10 Chi. J. Int’l L., No. 1, Summer, 2009. Colorado Journal of International Environmental Law and Policy 20 Colo. J. Int’l Envtl. L. & Pol’y, No. 2, Winter, 2009. Columbia Journal of Law & the Arts 32 Colum. J.L. & Arts, No. 3, Spring, 2009. Connecticut Public Interest Law Journal 8 Conn. Pub. Int. L.J., No. 2, Spring-Summer, 2009. Cornell Journal of Law and Public Policy 18 Cornell J.L. & Pub. Pol’y, No. 1, Fall, 2008. Cornell Law Review 94 Cornell L. Rev., No. 5, July, 2009. Creighton Law Review 42 Creighton L. Rev., No. 3, April, 2009. Criminal Law Forum 20 Crim. L. Forum, Nos. 2-3, Pp. 173-394, 2009. Delaware Journal of Corporate Law 34 Del. J. Corp. L., No. 2, Pp. 433-754, 2009. Environmental Law Reporter News & Analysis 39 Envtl. L. Rep. News & Analysis, No. 7, July, 2009. European Journal of International Law 20 Eur. J. Int’l L., No. 2, April, 2009. Family Law Quarterly 43 Fam. L.Q., No. 1, Spring, 2009. Georgetown Journal of International Law 40 Geo. J. Int’l L., No. 3, Spring, 2009. Georgetown Journal of Legal Ethics 22 Geo. J. Legal Ethics, No. 2, Spring, 2009. Golden Gate University Law Review 39 Golden Gate U. L. Rev., No. 2, Winter, 2009. Harvard Environmental Law Review 33 Harv. Envtl. L. Rev., No. 2, Pp. 297-608, 2009. International Review of Law and Economics 29 Int’l Rev. L. & Econ., No. 1, March, 2009. Journal of Environmental Law and Litigation 24 J. Envtl. L. & Litig., No. 1, Pp. 1-201, 2009. Journal of Legislation 34 J. Legis., No. 1, Pp. 1-98, 2008. Journal of Technology Law & Policy 14 J. Tech. L. & Pol’y, No. 1, June, 2009. Labor Lawyer 24 Lab. Law., No. 3, Winter/Spring, 2009. Michigan Journal of International Law 30 Mich. J. Int’l L., No. 3, Spring, 2009. New Criminal Law Review 12 New Crim. L. Rev., No. 2, Spring, 2009. Northern Kentucky Law Review 36 N. Ky. L. Rev., No. 4, Pp. 445-654, 2009. Ohio Northern University Law Review 35 Ohio N.U. L. Rev., No. 2, Pp. 445-886, 2009. Pace Law Review 29 Pace L. Rev., No. 3, Spring, 2009. Quinnipiac Health Law Journal 12 Quinnipiac Health L.J., No. 2, Pp. 209-332, 2008-2009. Real Property, Trust and Estate Law Journal 44 Real Prop. Tr. & Est. L.J., No. 1, Spring, 2009. Rutgers Race and the Law Review 10 Rutgers Race & L. Rev., No. 2, Pp. 441-629, 2009. San Diego Law Review 46 San Diego L. Rev., No. 2, Spring, 2009. Seton Hall Law Review 39 Seton Hall L. Rev., No. 3, Pp. 725-1102, 2009. Southern California Interdisciplinary Law Journal 18 S. Cal. Interdisc. L.J., No. 3, Spring, 2009. Stanford Environmental Law Journal 28 Stan. Envtl. L.J., No. 3, July, 2009. Tulsa Law Review 44 Tulsa L. Rev., No. 2, Winter, 2008. UMKC Law Review 77 UMKC L. Rev., No. 4, Summer, 2009. Washburn Law Journal 48 Washburn L.J., No. 3, Spring, 2009. Washington University Global Studies Law Review 8 Wash. U. Global Stud. L. Rev., No. 3, Pp.451-617, 2009. Washington University Journal of Law & Policy 29 Wash. U. J.L. & Pol’y, Pp. 1-401, 2009. Washington University Law Review 86 Wash. U. L. Rev., No. 6, Pp. 1273-1521, 2009. William Mitchell Law Review 35 Wm. Mitchell L. Rev., No. 4, Pp. 1235-1609, 2009. Yale Journal of International Law 34 Yale J. Int’l L., No. 2, Summer, 2009. Yale Journal on Regulation 26 Yale J. on Reg., No. 2, Summer, 2009.