Carol Brochin

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Courses

Scholarly Contributions

Chapters

• Brochin, C. (2015). Chicana/Latina Feminist Methodologies of Embodiment: Testimonios in the young adult novel, Before We Were Free.. In Methodologies of embodiment. Routledge Research Series.

Journals/Publications

• Brochin, C., Harvey‐Torres, R., & Cervantes‐Soon, C. (2023). Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators. Journal of Adolescent & Adult Literacy. doi:10.1002/jaal.1277
• Brochin, C., Player, G. D., Ybarra, M. G., Brown, R. N., Butler, T. T., Cervantes-Soon, C., Gill, V. S., Kinloch, V., Price-Dennis, D., Saavedra, C. M., & Sealey-Ruiz, Y. (2021). “We Are Our Only Way Forward”: Dialogic Re-imaginings and the Cultivation of Homeplace for Girls, Women, and Femmes of Color. Urban Education, 57(10), 1784-1804. doi:10.1177/00420859211003931
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  This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GFoC, the urgency around their lives and needs, as well as self-examination of our role in the academy taking up feminist projects with GFoC.
• Brochin, C. (2019). A testimonio of a queer Chicana researcher in education. Journal of Lesbian Studies, 24(4), 362-377. doi:10.1080/10894160.2019.1673611
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  This piece of scholarship provides the testimonio of being a queer Chicana in academia. There is a long history of claiming space, exposing injustice, and truth telling in many Latinx cultures. As ...
• Brochin, C. (2018). Assembled Identities and Intersectional Advocacy in Literacy Research. Literacy Research: Theory, Method, And Practice. doi:10.1177/2381336918786890
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  In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the classroom. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing—creating classrooms that explicitly reflect the intersectional identities of students. I conclude with a focus on how elementary school teachers can draw from students’ multiple identities and develop intersectional advocacy in their classrooms and schools.
• Brochin, C., & DeNicolo, C. P. (2016). Critical Encounters: Negotiating Textual Connections in a Student-led Discussion of The Circuit. Association of Mexican American Educators Journal.
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  This article presents an analysis of two fourth-grade students discussing The Circuit (Jimenez, 1997) and finding ways to express their understandings and misunderstandings with a critical encounter in the text. The students’ use of freestyling enabled them to recontextualize (Dyson, 2001, 2003; Gilmore, 1983) the literature discussion. This recontextualization provided the students with a way to remain engaged in the discussion and with each other when tension arose from having different interpretations. The student selected format and use of quality Latinx children’s literature, enabled the students to draw on multiple literacies.

Presentations

• Brochin, C. (2015, Dec.). Reading Chican@ Queer Children’s Literature: A Call To Move Beyond Diversity Of Families. Literacy Research Association. Carlsbad, CA: LRA.
• Brochin, C. (2015, nov). Opening Up Spaces To Discuss Queer Children’s Literature With Bilingual Teachers. Council on Anthropology and Education, American Anthropological Association Annual Meeting. Denver, CO: AAA.