Cindy Cruz
- Associate Professor, Teaching and Teacher Education
- Member of the Graduate Faculty
- (520) 621-6844
- Education, Rm. 813
- Tucson, AZ 85721
- ccruz3@arizona.edu
Biography
Cindy Cruz is an associate professor at the University of Arizona, USA. Her research interests are with queer street youth, urban ethnography, youth and violence, and decolonizing pedagogies. In particular, she is pursuing research that centers the thinking of feminists of color.
Degrees
- Ph.D. Education--Urban Schooling
- University of California Los Angeles, Los Angeles, California, United States
- Testimonial narratives of queer street youth: Toward an epistemology of a brown body
- M.Ed. Curriculum Studies
- University of California Los Angeles, Los Angeles, California, United States
- B.A. Literature
- Scripps College, Claremont, California, United States
- Portrayals of Women in James Joyce's Ulysses
Work Experience
- University of California Santa Cruz (2015 - 2019)
- University of California Santa Cruz (2008 - 2014)
Awards
- AERA Queer Studies in Education SIG Body of Work Award
- AERA Queer Studies SIG, Spring 2021
- The Golden Apple Award
- Social Sciences Division, UC Santa Cruz, Fall 2018
- The Antonia I. Castañeda Prize
- The National Association of Chicana and Chicano Studies, Spring 2013
- Article of the Year
- AERA Queer Studies in Education SIG, Spring 2012
Interests
Research
U.S. Third World and Decolonial Feminisms, Testimonio,Schools and LGBTQ youth,Digital Queer Youth,Digital Queer Literacies,Homeless youth,Youth and Violence,Latinos in the Education Pipeline, andViolence against LGBTQ Communities.
Teaching
Homeless youth,LGBTQ Youth,Critical ethnographic methodologies,Social and cultural analysis,Cultural Studies and Education, Critical Pedagogy,Foundations of Education,Feminist Methodologies,Interviewing Youth, andU.S. Third World Feminist Pedagogies.
Courses
2024-25 Courses
-
Found of Educ for Soc Jus
TLS 409 (Spring 2025) -
Social Justice and Equity
TLS 640 (Spring 2025) -
Dissertation
EDL 920 (Fall 2024) -
Dissertation
TLS 920 (Fall 2024) -
Found of Educ for Soc Jus
TLS 409 (Fall 2024) -
Independent Study
TLS 699 (Fall 2024) -
Research
TLS 900 (Fall 2024) -
Success Course
TLS 197 (Fall 2024)
2023-24 Courses
-
Dissertation
EDL 920 (Spring 2024) -
Dissertation
TLS 920 (Spring 2024) -
Found of Educ for Soc Jus
TLS 409 (Spring 2024) -
Dissertation
TLS 920 (Fall 2023) -
Independent Study
EDL 699 (Fall 2023) -
Research
TLS 900 (Fall 2023) -
Threticl/Prctcl Fndtns of TLS
TLS 797 (Fall 2023)
2022-23 Courses
-
Research
TLS 900 (Summer I 2023) -
Dissertation
TLS 920 (Spring 2023) -
Found of Educ for Soc Jus
TLS 409 (Spring 2023) -
Independent Study
EDL 699 (Spring 2023) -
Independent Study
TLS 699 (Spring 2023) -
Preceptor-University Teaching
TLS 791A (Spring 2023) -
Research
TLS 900 (Spring 2023) -
Anthropology and Educ
ANTH 595E (Fall 2022) -
Anthropology and Educ
TLS 595E (Fall 2022) -
Independent Study
TLS 699 (Fall 2022) -
Research
TLS 900 (Fall 2022)
2021-22 Courses
-
Independent Study
EDL 699 (Summer I 2022) -
Dissertation
TLS 920 (Spring 2022) -
Found of Educ for Soc Jus
TLS 409 (Spring 2022) -
Anthropology and Educ
ANTH 595E (Fall 2021) -
Anthropology and Educ
TLS 595E (Fall 2021) -
Dissertation
TLS 920 (Fall 2021) -
Found of Educ for Soc Jus
TLS 409 (Fall 2021) -
Independent Study
TLS 699 (Fall 2021)
2020-21 Courses
-
Topics Teacher Education
TLS 596 (Summer I 2021) -
Dissertation Proposl Dsn
TLS 602 (Spring 2021) -
Found of Educ for Soc Jus
TLS 409 (Spring 2021) -
Independent Study
TLS 699 (Spring 2021) -
Independent Study
TLS 799 (Spring 2021) -
Found of Educ for Soc Jus
TLS 409 (Fall 2020) -
Topics in Education
TLS 696 (Fall 2020)
2019-20 Courses
-
Found of Educ for Soc Jus
TLS 409 (Spring 2020)
Scholarly Contributions
Journals/Publications
- Cruz, C. (2019). Reading This Bridge Called My Back for pedagogies of coalition, remediation, and a razor’s edge. International Journal of Qualitative Studies in Education, 32(2), 136-150. doi:10.1080/09518398.2018.1533150More infoAbstractIn this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking ...