Claudia Cervantes Soon

Associate Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Situated at the intersections of educational anthropology, critical pedagogy, bilingual education, and Chicana/Latina feminisms, Dr. Cervantes-Soon's work examines the interplay of sociocultural factors including race, class, gender, language, and citizenship/immigrant constructs in her analyses of educational contexts. Through community engaged and critical ethnographic approaches, her research captures the relationships between the localized, nuanced, and grounded perspectives and the larger global, ideological, geopolitical, and economic forces shaping contexts and practices. Dr. Cervantes-Soon's work seeks to recognize the intersectional identities and subaltern knowledges that are often ignored by dominant discourses about minoritized and border/transborder communities. Her research focuses on two broad areas of inquiry: 1) Equity and social justice in bilingual education, and 2) Borderlands/transborder Mexicana/Latina youth literacies and critical pedagogies.

Dr. Cervantes-Soon's most recent research examines the inequalities persistent in two-way dual language education and the possibilities to reclaim a focus on critical consciousness and historically marginalized, culturally diverse, and lingustically minoritized populations in bilingual education. Her current research project, "Building Black and Brown Bridges of Solidarity through Dual Language Education," has been supported by a 2017 National Academy of Education/Spencer Postdoctoral Fellowship. Her contributions to the field of bilingual education have been recently recognized by a 2019 Early Career Award from the American Educational Research Association - Bilingual Education Research SIG. Dr. Cervantes-Soon's is also the author of "Ju�rez Girls Rising: Transformative Education of Times of Dystopia," which received a 2017 Critics' Choice Award from the American Educational Studies Association, and a 2017 C. Wright Mills Award from the Society for the Study of Social Problems, one of the most important book awards in the social sciences.

Education

  • Ph.D. Curriculum & Instruction, Cultural Studies in Education, The University of Texas-Austin 2011
  • Graduate Portfolios in Women's & Gender Studies and Mexican American Studies, The University of Texas-Austin 2011
  • M.Ed. Bilingual Education, The University of Texas-El Paso 2004
  • B.I.S. Bilingual Education, The University of Texas-El Paso 1998

Publications

BOOKS

Cervantes-Soon, C. G. (2017). Juárez girls rising: Transformative education in times of dystopia. Minneapolis, MI: University of Minnesota Press.

 

ARTICLES

Palmer, D. K., Cervantes-Soon, C. G., Heiman, D. B., Dorner, L. (Forthcoming). Bilingualism, Biliteracy, Biculturalism…and Critical Consciousness for All: Proposing a Fourth Fundamental Principle for Two-Way Dual Language Education. Theory into Practice.

Cervantes-Soon, C. G., Dorner, L., Palmer, D. K. Heiman*, D., Schwerdtfeger, R. & Choi, J. (2017). Combating Inequalities in Two-Way Language Immersion Programs: New Directions for Bilingual Education. Review of Research in Education, 41(1), 403-427.

Cervantes-Soon, C. G. (2016). Mujeres truchas: Urban girls redefining smartness in a dystopic global south. Race Ethnicity and Education, 1-14.

Cervantes-Soon, C. G. & Carrillo, J. F. (2016). Toward a pedagogy of border thinking: Building on Latin@ students’ subaltern knowledge. The High School Journal, 99(4), 282-301.

Cervantes-Soon, C. G. (2014). A Critical Look at Dual Language Immersion in the New Latin@ Diaspora. Bilingual Research Journal, 37(1), 64-82.

Cervantes-Soon, C. G. (2014) The U.S.-México bordercrossing Chicana researcher and the politics of identity and imperialism in critical ethnography. Journal of Latino-Latin American Studies.

Cervantes-Soon, C. G. (2012). Testimonios of life and learning in the borderlands: Subaltern Juárez girls speak. Equity and Excellence in Education, 45(3), 373-391.

Soto, L.D., Cervantes-Soon, C. G., Villarreal-Perales, E. & Campos, E. (2009). The Xicana sacred space: A communal circle of compromiso for educational researchers. Harvard Educational Review. 79 (5), 755-776.

 

BOOK CHAPTERS

Cervantes-Soon, C. G. & Kasun, G. S. (2018). Transnational learners and TESOL. In J.I. Liontas & M. DelliCarpini (Eds.) TESOL Encyclopedia of English Language Teaching, Hoboken, NJ: Wiley.

Palmer, D. K., Cervantes-Soon, C. G., Heiman, D.* (2017). La condición académica del estudiante bilingüe: Cómo asegurar el éxito de los estudiantes bilingües emergentes a través del programa de doble inmersión. In L. A. Soltero & M. Guerrero (Eds.) Abriendo brecha: Antología crítica sobre la educación bilingüe de doble inmersión.

Cervantes-Soon, C. G. & Turner, A. M.* (2017). Countering Silence and Reconstructing Identities in a Spanish/English Two-Way Immersion Program: Latina Mothers’ Pedagogies in El Nuevo Sur. In X. Rong & J. Hilburn (Eds.) Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State.  Boston, MA: Sense.

Cervantes-Soon, C. G. (2016). Testimonios of Life and Learning in the Borderlands: Subaltern Juarez Girls Speak. In D. Delgado Bernal, R. Burciaga & J. Flores Carmona (Eds.) Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice. New York: Routledge.

Cervantes-Soon, C. G. & Carrillo, J.F (2015). Scholarship of Mind and Soul. In Hernandez, E. Murakami and G. Rodriguez (eds.) Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds): Latinas/os Finding Work-Life Balance in Academia, pp. 163-172. Charlotte, NC: Information Age Inc.

Cervantes-Soon, C. G. & Valenzuela, A.  (2010). Subtractive Legislative Policy: The Plight of Bilingual Language Learners. Chapter prepared for B. Bustos Flores, R. Hernandez Sheets, and E. Riojas Clark (Eds.), Educar para Transformar: Teacher Preparation for Bilingual Student Populations, pp. 191-204. New York: Routledge.

 

 

 

 

Courses

Fall 2019
Course NumberCourse Title
BLE 400Prin of Language Minority Educ
Spring 2019
Course NumberCourse Title
BLE 561Parent Involvement in Language

Honors/Awards

2017  C. Wright Mills Book Award Winner for Ju�rez Girls Rising: Transformative Education Times of Dystopia 

2017  American Educational Studies Association Critics Choice Award for book, Ju�rez Girls Rising: Transformative Education in Times of Dystopia

2017  National Academy of Education/Spencer Postdoctoral Fellowship

2017  Deans Office, College of Education, University of Texas at Austin: Summer Research Award

2015  American Association of University Women, American Fellowship/Publication Grant

2014  American Association of Hispanics in Higher Education Faculty Fellow

Professional Associations

American Anthropological Association

-Council of Anthropology and Education 

American Educational Research Association

-Bilingual Research SIG

-Critical Educators for Social Justice SIG

Mujeres Activas en Letras y Cambio Social