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Research Article

The Colonizer/Colonized Chicana Ethnographer: Identity, Marginalization, and Co-optation in the Field

Sofia Villenas
Harvard Educational Review December 1996, 66 (4) 711-732; DOI: https://doi.org/10.17763/haer.66.4.3483672630865482
Sofia Villenas
1 University of Utah
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References

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  3. Crapanzano, V. (1986). Hermes' dilemma: The masking of subversion in ethnographic description. In J. Clifford & G. Marcus (Eds.), Writing culture (pp. 51-76). Berkeley: University of California Press.Hermes' dilemma: The masking of subversion in ethnographic description. Writing culture, 51–76.
  4. Delgado-Gaitan, C. (1993). Researching change and changing the researcher. Harvard Educational Review, 63, 389-411.Researching change and changing the researcher. Harvard Educational Review 63:389–411.
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  6. Ellsworth, E. (1989). Why doesn't this feel empowering: Working through the myths of critical pedagogy. Harvard Educational Review, 59, 297-324.Why doesn't this feel empowering: Working through the myths of critical pedagogy. Harvard Educational Review 59:297–324.
  7. Fine, M. (1994). Working the hyphens: Reinventing self and other in qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 70-82). Thousand Oaks, CA: Sage.Working the hyphens: Reinventing self and other in qualitative research. Handbook of qualitative research, 70–82.
  8. Fordham, S. (1988). Racelessness as a factor in Black students' school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58, 54-84.Racelessness as a factor in Black students' school success: Pragmatic strategy or pyrrhic victory. Harvard Educational Review 58:54–84.
  9. Foster, M. (1994). The role of community and culture in school reform efforts: Examining the views of African American teachers. Educational Foundations, 8(2), 5-26.The role of community and culture in school reform efforts: Examining the views of African American teachers. Educational Foundations 8:5–26.
  10. Godina, H. (1996, April). Mesocentrism: Teaching indigenous Mexican culture in the classroom. Paper presented at the annual meeting of the American Educational Research Association, New York.
  11. hooks, b. (1989). Talking back: Thinking feminist, thinking Black. Boston: South End Press.Talking back: Thinking feminist, thinking Black.
  12. hooks, b. (1990). Yearning. Boston: South End Press.Yearning.
  13. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.Teaching to transgress: Education as the practice of freedom.
  14. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
  15. LeCompte, M., & de Marrais, K. (1992). The disempowering of empowerment: Out of the revolution and into the classroom. Educational Foundations, 6(13), 5-31.The disempowering of empowerment: Out of the revolution and into the classroom. Educational Foundations 6:5–31.
  16. Lipka, J. (1994). Schools failing minority teachers: Problems and suggestions. Educational Foundations, 8(2), 57-80.Schools failing minority teachers: Problems and suggestions. Educational Foundations 8:57–80.
  17. Luke, C., & Luke, A. (1995). Just naming? Educational discourses and the politics of identity. In W. Pink & G. Noblit (Eds.), Continuity and contradiction: The futures of the sociology of education (pp. 357-380). Cresskill, NJ: Hampton Press.Just naming? Educational discourses and the politics of identity. Continuity and contradiction: The futures of the sociology of education, 357–380.
  18. Patai, D. (1991). U.S. academics and third world women: Is ethical research possible? In S. Gluck & D. Patai (Eds.), Women's words: The feminist practice of oral history (pp. 137-153). New York: Routledge.
  19. Perez, E. (1991). Sexuality and discourse: Notes from a Chicana survivor. In C. Trujillo (Ed.), Chicana lesbians: The girls our mothers warned us about (pp. 158-184). Berkeley, CA: Third Woman Press.Sexuality and discourse: Notes from a Chicana survivor. Chicana lesbians: The girls our mothers warned us about, 158–184.
  20. Pratt, M. (1986). Fieldwork in common places. In J. Clifford & G. Marcus (Eds.), Writing culture (pp. 27-50). Berkeley: University of California Press.Fieldwork in common places. Writing culture, 27–50.
  21. Roman, L., & Apple, M. (1990). Is naturalism a move away from positivism? Materialist and feminist approaches to subjectivity in ethnographic research. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 38-73). New York: Teachers College Press.Is naturalism a move away from positivism? Materialist and feminist approaches to subjectivity in ethnographic research. Qualitative inquiry in education: The continuing debate, 38–73.
  22. Rosaldo, R. (1989). Culture and truth: The remaking of social analysis. Boston: Beacon Press.Culture and truth: The remaking of social analysis.
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  24. Stone, L. (1992). The essentialist tension in reflective teacher education. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 198-211). Albany: State University of New York Press.The essentialist tension in reflective teacher education. Reflective teacher education: Cases and critiques, 198–211.
  25. Swadener, B., & Lubeck, S. (Eds.). (1995). Children and families "at promise." Albany: State University of New York Press.Children and families "at promise.".
  26. Van Galen, J., & Eaker, D. (1995). Beyond settling for scholarship: On defining the beginning and ending points of postmodern research. In W. Pink & G. Noblit (Eds.), Continuity and contradiction: The futures of the sociology of education (pp. 113-131). Cresskill, NJ: Hampton Press.Beyond settling for scholarship: On defining the beginning and ending points of postmodern research. Continuity and contradiction: The futures of the sociology of education, 113–131.
  27. Vargas, L. (1996, April). When the other is the teacher: Implications for teacher diversity in higher education. Paper presented at the annual meeting of the Eastern Communication Association, New York City.
  28. Watson-Gegeo, K. (1994). Introduction: What's culture got to do with it? Minority teachers teaching minority students. Educational Foundations, 8(2), 3-4.Introduction: What's culture got to do with it? Minority teachers teaching minority students. Educational Foundations 8:3–4.
  29. Watson-Gegeo, K., & Gegeo, D., (1994). Keeping culture out of the classroom in rural Solomon Islands schools: A critical analysis. Educational Foundations, 8(2), 27-55.
  30. Weis, L. (1995). Identity formation and the process of "othering": Unraveling sexual threads. Educational Foundations, 9(1), 17-33.Identity formation and the process of "othering": Unraveling sexual threads. Educational Foundations 9:17–33.
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Harvard Educational Review
Vol. 66, Issue 4
1 Dec 1996
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The Colonizer/Colonized Chicana Ethnographer: Identity, Marginalization, and Co-optation in the Field
Sofia Villenas
Harvard Educational Review Dec 1996, 66 (4) 711-732; DOI: 10.17763/haer.66.4.3483672630865482

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The Colonizer/Colonized Chicana Ethnographer: Identity, Marginalization, and Co-optation in the Field
Sofia Villenas
Harvard Educational Review Dec 1996, 66 (4) 711-732; DOI: 10.17763/haer.66.4.3483672630865482
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