Peer-Reviewed Articles and Book Chapters

  • “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.

Work In Progress

Edited Collection

  • Medina, Cruz (Ed). Racial Shorthand: Coded Discrimination Contested in Social Media. Computers and Composition Digital Press. (accepted by press, with Octavio Pimentel).


  • “Validating the Consequences of Social Justice Pedagogy: Explicit Values in Course-Based Grading Contracts.” Theoretical Interrogations of Social Justice and Technical Communications. Eds. Haas, Angela and Michelle Eble. Chicago Press. (w/Kenneth Walker). (under review)
  • “Digital Testimonio: Latin@ Multimodal Storytelling.” Racial Shorthand: Coded Discrimination in Social Media. Eds. Medina, Cruz and Octavio Pimentel. Computers and Composition Digital Press. (accepted by press)
  • “Introduction.” Racial Shorthand: Coded Discrimination in Social Media. Eds. Medina, Cruz and Octavio Pimentel. Computers and Composition Digital Press. (accepted by press with Octavio Pimentel).

Book Reviews and Responses


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


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