These journal articles & book chapters published by UO faculty and graduate students are in keeping with the CLLAS mission statement.
Maria Fernanda Escallón
- Escallón, Maria Fernanda. “Heritage, Land, Labor, and Competing Claims for Afro-Colombian Rights.” International Journal of Cultural Property, 25(1), 59-83. doi:10.1017/S0940739118000061
Pedro García-Caro
- García-Caro, Pedro. “A Play for Branciforte: Early California and the Survival of Astucias por heredar un sobrino a un tío, a Banned Comedia from Bourbon New Spain,” Early American Literature, Vol. 53, Number 3, 2018: pp. 773-884.
- Garcia-Caro, Pedro. Book chapter: “Performing to a Captive Audience: Dramatic Encounters in the Borderlands of Empire.” The Cambridge History of Latina/o American Literature, edited by John Morán González and Laura Lomas (Cambridge: Cambridge University Press, 2018. 51-73).
Craig Kauffman
- Kauffman, Craig. “Constructing Rights of Nature Norms in the US, Ecuador, and New Zealand,” Global Environmental Politics, Vol. 18, No. 4, 2018.
Katie Meehan
- Meehan, Katie; Klenk, Nicole L.; Mendez, Fabián. “The Geopolitics of Climate Knowledge Mobilization Transdisciplinary Research at the Science–Policy Interface(s) in the Americas.” Science, Technology, & Human Values, November 30, 2017. Link to Meehan’s recent article based on a hemispheric study of climate change knowledge at the science-policy interface across the Americas, supported by a Fulbright NEXUS grant: http://journals.sagepub.com/doi/abs/10.1177/0162243917745601
Claudia Holguín Mendoza
- Holguín Mendoza, Claudia, Davis, Robert L. & Weise, Julie. “La pedagogía crítica y las ciencias sociales: Estrategias para empoderar a los estudiantes de español como lengua de herencia y de L2. Hispania.” [In Press]. [“Critical pedagogy and social sciences: strategies to empower Spanish heritage language and L2 learners”].
Gerardo Sandoval
- Sandoval, G. F. (2018). Planning the Barrio: Ethnic Identity and Struggles over Transit-Oriented, Development-Induced Gentrification. Journal of Planning Education and Research. https://doi.org/10.1177/0739456X18793714
David J. Vázquez
- “‘They don’t understand their own oppression:’ Theorizing an Alternative Ethos of Preservation in John Rechy’s The Miraculous Day of Amalia Gómez,” (in production in Transnational Cityscapes, a special issue of Arizona Quarterly, eds., Dale Pattison and Kevin Concannon, spring 2018).
Julie Weise
- “La Revolución Institucional: The Mexican New Deal in the U.S. South, 1920-80,” chapter invited for Shaped By the State: Toward a New Political History of the 20th Century, ed. Lily Geismer, Brent Cebul and Mason Williams. Chicago: University of Chicago Press [in press].
- Holguín Mendoza, Claudia, Davis, Robert L. & Weise, Julie. “La pedagogía crítica y las ciencias sociales: Estrategias para empoderar a los estudiantes de español como lengua de herencia y de L2. Hispania.” [In Press]. [“Critical pedagogy and social sciences: strategies to empower Spanish heritage language and L2 learners”].
David Woken
- Woken, David. “Comics as Social Movement Primary Sources: The Consciousness-Raising Comics of the Pineros y Campesinos Unidos del Noroeste” in Stephanie Grimm and Olivia Miller, eds. Comics and Critical Librarianship for Academic Libraries (Sacramento: Litwin, 2018).