Publications

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Books

Peer-Reviewed Articles and Book Chapters

  • “Digital Testimonio: Latin@ Multimodal Storytelling.” Racial Shorthand: Coded Discrimination in Social Media. Eds. Medina, Cruz and Octavio Pimentel. Computers and Composition Digital Press. Logan: Computers and Composition Digital P/Utah State UP, 2018, http://ccdigitalpress.org/shorthand.
  • “Introduction.” Racial Shorthand: Coded Discrimination in Social Media. Eds. Medina, Cruz and Octavio Pimentel. Computers and Composition Digital Press. (with Octavio Pimentel). Logan: Computers and Composition Digital P/Utah State UP, 2018, http://ccdigitalpress.org/shorthand.
  • “Validating the Consequences of Social Justice Pedagogy: Explicit Values in Course-Based Grading Contracts.” Key Theoretical Frameworks: Teaching Technical Communications in the Twenty-First Century. Eds. Haas, Angela and Michelle Eble. Utah UP, pp. 46-67. (w/Kenneth Walker).
  • “Comment & Response: A Response to Kim Hensley Owens’s ‘In Lak’ech, the Chicano Clap, and Fear: A Partial Rhetorical Autopsy of Tucson’s Now-Illegal Ethnic Studies Classes.’” College English, vol. 80, no. 6, 2018, pp. 539-545 (with Aja Y. Martinez and Gloria J. Howerton.
  • “Identity, Decolonialism, and Digital Archives.” Composition Studies, vol. 45, no. 2, 2017, pp. 222-225.
  • “Poch@: Latin@ Blogs in the Decolonial Archives.” Rhetorics of Decolonization: Keywords for Theory and Pedagogy. Eds. Ruiz, Iris and Raúl Sánchez. Palgrave MacMillan. (forthcoming Dec 2016).
  • This chapter examines the decolonial potential for knowledge creation in the digital writing environment of blogs by analyzing writing by Latinx scholars (Google Books).
  • “Day of the Dead: Decolonial Expressions in Pop de los Muertos.” Routledge Companion of Latina/o Pop Culture. Ed. Frederick Aldama. Routledge, 2016: 370-380.
  • A chapter on the rhetoric of Dia de los Muertos in an edited collection for Routledge press.(35CHAPTER32_MEDINA)
  • Abisalih, Claire, Cyrus Dudgeon and Cruz Medina. “Santa Fe Spotlight: Multimodal Writing in the Digital Age.” Bread Loaf Teacher Network Journal, no. 6, 2016.
  • Medina, Cruz and Aja Y. Martinez. “Contexts of Lived Realities in SB 1070 Arizona: A Response to Asenas and Johnson’s “Economic Globalization and the ‘Given Situation.’” Present Tense: A Journal of Rhetoric in Society. 4.2. (2015): Web.
  • This response essay advocates for the ethical consideration of the lived experiences of the people of Arizona affected by SB 1070.
  • “Teaching Jimmy Santiago Baca.” Latino/a Literature in the Classroom: 21st Century Approaches to Teaching. Ed. Frederick Aldama. Oxfordshire: Routledge, 2015. 271-274. Print. (
  • This chapter outlines the teaching of Jimmy Santiago Baca’s literacy narrative “Coming into Language” by applying the Xikano paradigm developed by Tucson High School’s Mexican American Studies program.
  • Medina, Cruz. “Tweeting Collaborative Identity: Race, ICTs, and Tweeting Latinidad.” Communicating Race, Ethnicity, and Identity in Technical Communication. Eds. Miriam F. Williams and Octavio Pimentel. Amityville: Baywood, 2014. Print.
  • The chapter analyzes how information communication discourse privileges a white, middle-class male voice, while demonstrating how the Information Communication Technology (ICT) of Twitter provides a space for increased clarity between Latin@ students as a part of the performance of Latinidad.
  • Medina, Cruz. “(Who Discovered) America: Ozomatli and the Mestiz@ Rhetoric of Hip Hop.” Alter/Nativas: Latin American Cultural Studies Journal. 2 (2014): Web.
  • This article examines the mestiz@ rhetoric embodied in the hip hop of the music group Ozomatli by analyzing the politically conscious lyrics of selected songs in the context of the groups role as cultural ambassadors for the U.S. and other mainstream success.
  • Medina, Cruz. “The Family Profession.” College Composition and Communication. 65.1. (2013): 34-36. Print.
  • This piece came as a response to the CCC call for vignette, small-scope narratives placing emphasis on experiential knowledge. I critically reflect on my experience of paternity leave in relation to my position as graduate student, new father, educator, scholar, and second generation Chicano/a English instructor.
  • This article argues that culturally relevant student writing that responds to a prompt about dichos, or proverbial sayings in Spanish, illustrate rhetorical strategies of subversive complicity when analyzed through a decolonial framework. Written by students at multiple Tucson High schools, the student publication Nuestros Refranes serves as the site of analysis, demonstrating how students navigate institutions governed by subjugating policy.

 

Book Reviews and Responses

Podcasts

Newsletters and Student Publications

  • I co-edited the student publication Nuestras Refranes/This We Believe as a part of the GEAR UP grant in Tucson, Arizona. In this publication, students contributed writing based on dichos that helped them succeed in and out of school.
  • I wrote an article for the NCTE Latina/o Caucus newsletter Capirotoda entitled “In the Majority,” which documented the participation of caucus members at the New Directions Conference and march against SB 1070 in Tucson, Arizona.

Current list (9-25-15) of recent Latin@ Caucus Publications

NCTELatinaoCaucusPublications


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