Learning with immigrant indigenous parents in school and community

A decolonial‐inspired ethnography: Centering indigeneity in culturally responsive evaluation with Latinx immigrant communities

“…In evaluation, collaboration with Indigenous experts can take on different forms (Baquedano‐López, 2021; Cahuas & Matute, 2020; Dhillon, 2020; Miville & Hill, 2020; Rose‐Redwood et al., 2020). Tribes, nations, and communities cultivate intellectual leadership and recognize their own experts, who may not be validated by academic institutions.…”

A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities

“…Scholars of color have documented a rich tapestry of literacy practices within diverse communities, including but not limited to Black, African, Latinx/a/é, Asian, Native American, and Muslim/Middle Eastern families (e.g., Aghayeva, 2023; Baquedano‐López, 2021; Grice, 2020; Hsin & Yu, 2021; Ongayi et al., 2020). However, these valuable contributions have often been overlooked in hegemonic scholarship.…”

“…While it is impossible to recognize every study that is relevant to BIPOC families, we do recognize many scholars who Flores' (2018) scholarship has built upon, including Delgado's (2001) theory of “pedagogies of the home” (p. 623); Garcia and Delgado Bernal's (2021) exploration of how Chicana/o/x families transmit cultural knowledge, values, and practices to children; de los Ríos's (2018) study of one US–Mexican transnational youth's everyday family literacies and cultural perspectives of Mexican corridos; Mangual's (2013) concept of testimonio of migrant mothers' lives. Finally, Baquedano‐López's (2021) study addressed the challenges and struggles immigrant indigenous parents faced navigating the education system.…”