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Research Cluster Projects
Ecologies of cultural and linguistic adaptation for Indigenous Latina/o im/migrant families with children: Implications for development and learning
Dr. Saskias Casanova (PI), Assistant Professor, School of Transborder Studies, ASU
Dr. Brendan O’Connor (co-I), Assistant Professor, School of Transborder Studies, ASU
Dr. Vanessa Anthony-Stevens (co-I), Assistant Professor, University of Idaho
Dr. Francesca López (PTC Fellow), Associate Professor, University of Arizona
This research cluster examined acculturation, children’s identity formation, the development of family-community relationships, and trajectories of language socialization with Indigenous families from Mexican and/or Central American backgrounds. The cluster investigated the significance of these factors to linguistic, psychological and academic outcomes for children using a cultural and linguistic ecological framework. A cultural ecological model situates the child within multiple systems (e.g, micro-, meso-, exo-), in which dynamic interactions occur and relationships facilitate the social and cultural development of the child. This study examined children’s experiences of acculturation and adaptation within the microsystem, including the child’s interactions with his/her family, peers, teachers, and other community members.
During the period between October 2014-June 2015, the research cluster made connections with Indigenous organizations and communities in Arizona, Washington, and California in order to prepare their Letter of Intent (LOI) to the WT Grant Foundation. The cluster hired a community consultant/ liaison to Indigenous Mexican organizations in the Arizona area to begin collaborative research with those communities. The cluster wrote a manuscript of their research, and continued research with visits to Indigenous community organizations, observed Indigenous language classes in California, spoke with migrant Indigenous families in the rural/farming areas of Washington. The cluster submitted a Letter of Intent to the WT Grant Foundation to further their research plan.
Dr. Marivel Danielson (PI), Associate Professor, School of Transborder Studies, ASU
Dr. Ilana Luna (co-I), Assistant Professor, New College, ASU
Dr. Michelle Tellez (co-I), Assistant Professor, Northern Arizona University
Dr. Yolanda Broyles-González (PTC Fellow), Professor and Director of American Ethnic Studies, Kansas State University
Entre NosOtr@s is a collaborative project producing conversations around Latina and Chicana issues, social justice movements, and culture through the critical lens of intersectionality. Entre NosOtr@s was created by a group of former and current students and faculty from Arizona State University and has grown to include members of the Metro Phoenix community who are working together to foster awareness of transnational Latin American, Chican@ and Latin@ studies and social justice movements. The vision of our collaboration is to produce artistic and scholarly events and conversations around transnational Chicana/o, Latina/o, and indigenous issues, cultura, and social justice movements as they relate to the socio-political climate of the state of Arizona where we live and work.
The project produced four events hosted during the Spring 2015 semester: a one month visual art exhibition at The Hive Gallery Nosotr@s Somos, a panel discussion with cluster members and local artist, print-making workshop with local artist, and a “Meet the Artists” reception for the exhibit. The PTC Fellow Dr. Broyles-González consulted twice with the cluster to develop an external grant proposal for the NEA Collaborative Research Grant, submitted in the Fall 2015 semester.
A UNITED STATES-MEXICO BORDER SOCIO-SPATIAL FRAMEWORK FOR THE STUDY OF THE INTERFACE BETWEEN PEOPLE, PLACE AND POLICY (BP3)
Dr. Lisa Magaña (PI), Professor, School of Transborder Studies, ASU
Dr. Francisco Lara-Valencia (co-I), Associate Professor, School of Transborder Studies, ASU
Dr. David Pijawka (co-I), Professor, School of Geographical Sciences & Urban Planning, ASU
Dr. Rene Zenteno (co-I), Professor, University of Texas in San Antonio
Dr. Roberto Ham-Chande (co-I), Professor, El Colegio de la Frontera Norte (COLEF)
Dr. Raúl González (co-I), Professor, El Colegio de la Frontera Norte (COLEF)
Dr. Oscar Martinez (PTC Fellow), Professor, University of Arizona
This research cluster was an interdisciplinary and collaborative project with the aims of (1) developing the conceptual and methodological tools needed for the integrated analysis of the interaction between people, place and public policy in the U.S.-Mexico border region and (2) testing such frameworks by creating a typology of border communities based on relevant socio-spatial indicators and metrics. The ultimate goal of the project was to establish the foundations for a multiyear, multisite academic project involving U.S. and Mexican researchers working collaboratively toward the integrative understanding of the interface between population, territory and governance in the U.S.-Mexico border region and move the field of border studies toward theoretical models recognizing the inherent dynamism and complexity of transborder processes.
Over the period between November 2014 and June 2015 the research cluster continued working on individual academic projects as well in activities toward collective research goals. Dr. Magana worked in the completion of her book and met with Dr. Lara to plan activities intended to build connections with researchers in Sonora and Baja California. The cluster cosponsored the Workshop on Transborder Communities on June 11, 2015 at El Colegio de la Frontera Norte (COLEF) to review current and emerging ideas about the interaction between regional forces and structural processes transforming the US-Mexico borderlands and shaping transborder communities. This event allowed the cluster to refine and streamline the original proposal for external funding applications.
The research cluster submitted the revised proposal to CONACYT in March 2016 and NSF in December 2015 as part of complementary projects, and through PIRE, an NSF special program for explicitly international projects. The cluster also explored funding opportunities through private foundations like Ford.
Urban Sustainability across the US-Mexico Border: A Comparison of Urban Climate, Built Environments and Water Management in Phoenix and Hermosillo
Dr. Enrique R. Vivoni (PI), Associate Professor, School of Earth and Space Exploration & School of Sustainable Engineering and the Built Environment, ASU
Dr. Agustin Robles-Morua (co-I/PTC Fellow), Associate Professor, Departamento de Ciencias del Agua y del Medio Ambiente, Instituto Tecnológico de Sonora (ITSON)
Dr. Rolando Enrique Diaz-Caravantes (co-I/PTC Fellow), Associate Professor, Centro de Estudios en Salud y Sociedad, El Colegio de Sonora (COLSON)
The goal of this research cluster project was to quantify the urban infrastructure characteristics of the Phoenix and Hermosillo metropolitan areas through a comparative analysis that shed light on the robustness and resiliency of engineered systems for water supply and storm water management to climate change. The cluster classified urban form, function and the pace of urbanization through remote sensing data analyses and the use of geographical information system layers for each city. Socioeconomic, hydroclimatic, planning and engineering data for each city was constrained to common analysis period (2000-2015) and overlaid in time to observe potential trends related to: 1) the occurrence of extreme events such as heat waves, droughts and flash floods and 2) the consequences of large infrastructure investments related to water supply or flood hazard mitigation.
The cluster met in Hermosillo, April 6-7 and held a press conference with the mayor of Hermosillo on topics of climate resiliency in urban areas. This was widely distributed in newspapers, social media, radio and television. The cluster leveraged their PTC efforts for inclusion into the Urban Resiliency to Extremes Sustainability Research Network (UREX SRN) as part of the Hermosillo team. The cluster applied for additional PTC Research Cluster funding and was not awarded; they applied for funding to the NSF's Office of International Science and Engineering in August 2016.
Fostering transborder collaborations to promote healthy eating and physical activity among underserved Latino families living in the Southwest US-Mexico border
Dr. Noe Crespo (PI), Assistant Professor, School of Nutrition and Health Promotion, ASU
Dr. Sonia Vega-López (co-I), Associate Professor, School of Nutrition and Health Promotion, ASU
Dr. Maria Isabel Ortega Velez (co-I/PTC Fellow) Centro de Investigación en Alimentación y Desarrollo (CIAD)
The goal of this project was to establish formal and strategic transborder collaborations between U.S. and Mexican researchers in order to develop research initiatives that aim to reduce health disparities among Latino families living in the Southwest US-Mexico border. The focus of this collaboration was to identify resources, expertise and common areas of interest and community needs that will serve to develop effective community-based behavioral interventions to reduce risk of chronic disease among Latinos living in the Southwest US-Mexico border.
The research cluster reported that they had identified a list of potential funding organizations suitable for their grant application and planned to submit grant applications by May 2016.
The Latino Pacific Archive: Digital Access to the Latina/o Experience in Oceania
Dr. Rudy P. Guevarra, Jr. (PI), Associate Professor, Asian Pacific American Studies, School of Social Transformation, ASU
Dr. Matthew Kester (co-I/PTC Fellow), Assistant Professor, History Department and Head Archivist, Brigham Young University, Hawaiʻi
Dr. Alexandrina Agloro (co-I/PTC Fellow), Assistant Professor, Department of Humanities and Arts, Interactive Media and Game Development Program, Worchester Polytechnic Institute
This project is an online interactive digital archive, (latinopacificarchive.org) that informs educators, students and the public on the historical, cultural, social and economic contributions of Latina/os on sites such as Hawaiʻi and Aotearoa (New Zealand). The interactive digital archive illustrates the rich, complex story of Latina/o experiences in the Pacific region. Some of the sources include: interactive migration maps; historical documents such as ethnic based, community, state and national newspaper and magazine articles; community and government reports; consulate records; labor records and reports; community organization records; personal letters and other correspondence; cultural memorabilia; art, music and poetry; video documentaries; photographs; oral testimonies and other learning resources.
Dr. Guevarra traveled to Maui to collect additional oral histories for the LPA. Dr. Guevarra conducted interviews, and collected photographs and archival materials on the Latina/o communities of Maui. The research cluster met at Brigham Young University, Hawaiʻi to develop the initial structure of the website, begin to integrate sources into the digital archive, and identify what documentary and oral histories would be used in the project. The cluster created a documentary trailer to highlight what the LPA does and how it will benefit students, educators and the public on Latina/o experiences in Hawaiʻi and Aotearoa, among other locales in the Pacific region.
Dr. Guevarra applied to the Manatū Taonga Ministry for Culture & Heritage New Zealand Research Trust Grant in October 2015, which was denied funding. The research cluster applied for the NEH Collaborative Research Grant in December 2015.
Border Quants: Feminist Approaches to Data, Bodies, and Technologies across Borders
Dr. Marisa Elena Duarte (PI), Assistant Professor, School of Social Transformation, ASU
Heather Ross (co-I), Instructor, College of Nursing and Health Professions, ASU
Dr. Jacqueline Wernimont (co-I), Assistant Professor of English and Digital Humanities, ASU
Jessica Rajko (co-I), Assistant Professor of Dance, School of Film, Dance, and Theatre, ASU
Dr. Patricia Garcia (co-I/PTC Fellow), School of Information, University of Michigan
This collaborative transdisciplinary research project led to the establishment of a research cluster at Arizona State University that produced fundable critical theoretical and feminist research on innovative and creative uses of digital technologies across multiple communities in the borderlands. Border Quants was the outcome of a year of critical conversations on quantification and data ethics. The project represented an implementation stage in which five researchers applied feminist and decolonial scientific approaches to examining uses of the Jawbone UP3 health activity monitor. The device was used within five distinct contexts, resulting in a robust set of findings that challenge prevailing white, male, cisgendered narratives about quantified self-practices and their effects in health and wellness empowerment.
The cluster presented their work at the 4S conference in August/September of 2017, have received multiple offers for chapter inclusions in various forthcoming books on digital humanities, data ethics, and other research subjects from the project. The following funding opportunities are listed in no particular order, and range across the various work goals that the BQ team has for the next two years. This includes publication of a book-length manuscript, hosting seminars and symposia with junior and senior visiting scholars, hosting praxis-based workshops and events, traveling and disseminating research results, and research collaborations with teams of scientists and humanities scholars and practitioners through the Global Security Initiative.
Preserving Arizona’s Latina/o Presence: Community Based Workshops on Archival Preservation and K-12 Curriculum
Dr. Sujey Vega (PI), Assistant Professor, School of Social Transformation, ASU
Nancy Godoy-Powell (co-I), Assistant Archivist, ASU Chicano/a Research Collection
Dr. Vanessa Fonseca (co-I), Assistant Professor, School of Interdisciplinary Humanities and Communication, ASU
Dr. Maria Cotera (PTC Fellow), Associate Professor, American Culture, University of Michigan
This project developed community based workshops that focus on the preservation of Latino family archives and the incorporation of them into K12 curriculum. The research cluster’s objective was to engage individuals by showing them how to preserve their own history and to provide them with a deeper understanding of how Latinos have helped to shape the U.S.-Mexico borderlands, in response to the under-representation of the Latino community in archives and curriculum with the state of Arizona.
The cluster held workshops at the Tempe Public Library, the Mesa Public Library, the Phoenix Burton Barr Central Library, and the Flagstaff Public Library. On average, we had about 19 participants in each workshop. The total participants we had for all four workshop was estimated at 80. Data collected from assessments showed the workshop reached individuals between the ages of 24 and 83. People who attended could trace their history in Arizona back to the 1770’s. In addition, 78% of the people who attended wanted to document the past, 26% wanted to document their role in Arizona history, and 63% had personal archives and wanted more information on how to preserve. In addition to the community workshops, we also worked on the educational front by communicating with school administrators and local high school teachers. Seven teachers agreed to attend a three hour Workshop organized by the cluster; all seven wanted to implement their approach toward training students in primary document analysis, conducting oral histories, and constructing personal family historical collections.
Hayden Library, in conjunction with the Nancy Godoy and Sujey Vega, submitted applications in 2017 to the Mellon Foundation, the National Endowment for the Humanities Division of Public Programs: Humanities in the Public Square Grant, and National Historical Publications and Records Commission (NHPRC) Public Engagement with Historical Records grants.
Nancy Godoy-Powell and co-I Dr. Sujey Vega were awarded a $450,000 grant from the Andrew W. Mellon Foundation in fall 2017 for the project titled “Engaging, Educating, and Empowering: Developing Community‐Driven Archival Collections.”
Transborder Migration and Local Political Engagement and Participation in Mexico
Dr. Daniel Berliner (PI), Assistant Professor, School of Politics and Global Studies, ASU
Dr. Magda Hinojosa (co-I), Associate Professor, School of Politics and Global Studies, ASU
Manuel Gutiérrez (co-I), PhD Student, School of Politics and Global Studies, ASU
Dr. Todd Eisenstadt (PTC Fellow), Professor, School of Public Affairs, American University
Dr. Brian Palmer Rubin (PTC Fellow), Assistant Professor, Political Science, Marquette University
This research cluster seeks to understand how transborder migration, transnational communities, and remittances between Mexico and the United States shape local political engagement and representation at the community and municipality level in Mexico. The project investigates the local consequences of migration on women’s political engagement and participation; additionally, it incorporates rich data sources on citizen demand for government documents and information as a window into the drivers, processes, and aims of local political mobilization in those municipalities particularly affected by emigration.
Berliner submitted a proposal entitled “Studying Government Accountability and Responsiveness with Big Data on Citizen-Government Interactions,” in January 2017 to the National Science Foundation’s Political Science program. The NSF did not select this project for funding. The research cluster produced a draft paper, “Transnational Migration and the Effect on Women’s Election to Public Office” and are continuing research on this project.
Testing the Use of Expressive Arts for the Reduction of Collective Fear in Borderlands Youth
Dr. Sarah Amira de la Garza (PI), Associate Professor, Hugh Downs School of Human Communication, ASU
Dr. Lee Bebout (co-I), Associate Professor, Department of English, ASU
Micha Espinosa (co-I), Associate Professor, School of Film, Dance & Theatre, ASU
Guillermo Reyes (co-I), Professor, School of Film, Dance & Theatre, ASU
Dr. Youngju Shin (co-I), Assistant Professor, Hugh Downs School of Human Communication, ASU
Dr. Sarah Chávez Valdez (PTC Fellow), Docente Investigador, Escuela Libre De Psicología, A.C./Universidad De Ciencias Del Comportamiento
Dr. Rodrigo Arellano Saavedra (PTC Fellow), Facultad de Ciencias de la Educación. Departamento de Fundamentos de la Educación, Universidad Católica del Maule
This research cluster combined the efforts of a group of scholars, educators, and community-minded individuals towards the engagement of youth in expressive arts towards the immediate goal of improving the lives of borderlands youth while testing the concept of expressive arts to reduce collective fear. This project focused on at risk youth whose choices affected their lives in ways that could have a lasting and socially deleterious impact on their future options and opportunities, as well as those of their communities and families. This cluster explored the ways that expressive arts, a mainstay of borderlands culture, served an integral and vital role in mitigating the negative effects of collective fear.
The Social Complexities of Distributed Water Infrastructure in Sonora
Dr. Clark Miller (PI), Professor, School for the Future of Innovation in Society, ASU
Dr. Christiana Honsberg (co-I), Professor, Electrical Computer and Energy Engineering, ASU
Dr. Jennifer Richter (co-I), Assistant Professor, School for the Future of Innovation in Society, ASU
Dr. Stephen Goodnick (co-I), Professor, Electrical Computer and Energy Engineering, ASU
Dr. Rafael Cabanillas-López (PTC Fellow), Professor, Department of Chemical Engineering and Metallurgy, University of Sonora
The overarching goal of the proposed project was to understand the social complexities that arise in implementing distributed water infrastructures and to develop strategies for improving the social outcomes of these technologies. The cluster conducted research on the social complexities of implementing this small-scale water desalinization project. The goals were to understand the social dynamics associated with the design and implementation of the project, its use, and the community’s responses to it. The project investigation developed insights that inform the development of socially and ethically responsible technology and innovation practices for distributed energy and water projects around the world.
Sustainable Neighborhoods for Happiness in Guadalajara, Mexico and Tempe, Arizona
Dr. Scott Cloutier (PI), Assistant Professor, School of Sustainability, ASU
Dr. Juan Angel Demerutis Arenas (co-I/PTC Fellow), Program Director, Urban Planning and Landscape, University of Guadalajara
Erica Berejnoi Bejarano (co-I), PhD Student, School of Sustainability, ASU
Beth Ann Morrison (co-I), PhD Student, School of Sustainability, ASU
This research cluster developed a transborder research partnership between Arizona State University and The University of Guadalajara (UG), Mexico around the theme of Sustainable Neighborhoods for Happiness (SNfH). SNfH was a project to maximize opportunities for happiness through sustainability interventions at the neighborhood scale. The project engaged and heard residents to empower them to develop local strategies for sustainability challenges. SNfH was built upon a Neighborhood-NGO-University-Private Sector partnership to address residents’ needs through a holistic systems-based neighborhood development approach in nine subsystems.
Individual Research Projects
Andres Torres-Vives, Professor of Film, School of Film, Dance & Theatre, ASU
Created a web-based, multi-media map of the “local” border region that uses video, audio and photography, to expand the reach and aid in community access to the research work at the ASU School of Transborder Studies. The DIGITAL BORDERLANDS map incorporates multiple layers of demographic information, ecology, economic development, health, arts, etc. using GIS or ArcGIS (geographic informational systems). The Digital Borderland project uses maps from the STS Simon Burrow Transborder Map and Book collection, as a base for exploring the borderlands through history. By using digital versions of historic maps, users can “travel” through the historical landscape to explore the region in multiple media.
The research project was central in developing the “Digital Borderland” website and establishing the “digital infrastructure” for the continuing project (detailed outcomes and link below). Grant funds paid for website development, domain name purchase, professional video web hosting, site hosting, and small equipment purchases. The “Digital Borderland” website was populated by Torres-Vives’ continued research and student coursework in FMP/TCL 394 “Intro to Transborder Media”. Students were assigned to develop media projects on STS faculty-led research in multiple areas for Fall 2015. These projects, interviews and related media continued the growth of the “Digital Borderland” website. “Digital Borderland” domain name was secured, website hosted at http://digitalborderland.com. Five video narratives were produced with students; with “Baseball Dreams” by Jorge Arellano (ASU student) featured on the web page. Public presentation of prospectus and map model occurred October 14, 2015.
La Pocha Nostra Live ART Laboratory: Incubation Series
Micha Espinosa, Associate Professor of Voice and Acting, School of Film, Dance, and Theatre, ASU
Arizona and ASU was the site for a collaborative experiment between the artists of the renowned theatre company La Pocha Nostra and ASU Associate Professor and teaching artist Micha Espinosa. During the residency, a select group of community artists, students, and Pocha affiliates examined the boundaries between linguistic identity and cultural identity, the implications of abandoning one’s cultural voice and/or identity. In this laboratory, the group focused on language based, extended vocal techniques. At the end of the incubation phase, the group held a two-day workshop using Pocha pedagogy & the extended vocal techniques to bring community together to engage in forms of embodied practice.
The project morphed into a larger project with more partners and more time for creation, Monstros en La Frontera, examining not only identity and voice but also the criminalization of the border identity. Espinosa identified and found artistic and financial supporters including Rogelio Martinez (School of Art), ASU Art Museum, and Christian Ziegler (Arts, Media, and Engineering), Performance in the Borderlands, School of Film, Dance, and Theatre, and Theatre Performance in the Americas. Espinosa and partners shared the cost of the artists’ fees, per diem, and productions; Espinosa sought a second cycle of grant funding from PTC but was not awarded. The outcome of the project was a performance by Gómez-Peña/ La Pocha Nostra and the invited community artist/ activist/ scholars at the end of the residency.
Aloha Compadre: Latina/os in Hawaiʻi, 1832-2010
Dr. Rudy P. Guevarra, Jr., Associate Professor, Asian Pacific American Studies, School of Social Transformation, ASU
The manuscript for Aloha Compadre: Latina/os in Hawaiʻi, 1832-2010 seeks to facilitate interdisciplinary discussions by exploring new boundaries of Latina/o migration beyond the North American continent, as well as the complexities of interethnic relationships in Hawaiʻi, which are transforming the political, social economic and cultural landscape of the state. Guevarra travelled to the islands of Hawaiʻi (Big Island) and Oʻahu from February to March of 2015, to conduct a series of oral testimonies with the Latina/o communities for the book manuscript. Guevarra made connections with local workers and communities for further interviews and research after presenting work at the West Hawai’i Community Health Center.
Guevarra submitted an NEH Summer Stipends grant application in August 2015 and an application for the PTC Research Cluster grant to fund a larger digital project related to the book manuscript, the Latino Pacific Archive (LPA). Guevarra was awarded PTC Research Custer funding for the LPA project and applied for external funding from the NEH, ACLS, Hawaiʻi Council for the Humanities and New Zealand Trust History Award.
Indigenous education in the Americas: A Comparative study of community-based schooling in Canada, the United States, Peru, and Bolivia
Dr. Elizabeth A. Sumida-Huaman, Assistant Professor of Indigenous Education, Justice and Social Inquiry, School of Social Transformation, ASU
This research project is an extension of the pilot study Reclaiming the Place of Learning. The first study was an Indigenous comparative education research project that a) utilized critical Indigenous research methodologies, b) collaborated directly with small Indigenous schools and the communities in which they are situated, and c) aimed to yield findings and construct new knowledge related to an Indigenous educational global movement that transcends notions of borders. This extension served to include an additional school site in Bolivia with the original three indigenous schools located in Ontario, Minnesota, and the Cusco region in Peru.
In addition to exploring archival materials, secondary sources, and publicly accessible information, Sumida Huaman hired Indigenous consultant colleagues to assist with data on local climate change interventions, Quechua epistemology, and Andean schooling initiatives. Sumida Huaman sought additional funding to support travel from the Food Systems Transformation Initiative (FSTI) at the Wrigley Global Institute of Sustainability. From her work on the project, Sumida Huaman published an article in the International Journal of Human Rights Education, developed a manuscript for publication, and was invited to write a chapter to the Handbook of Indigenous Education edited (2017) by Linda T. Smith and Elizabeth McKinley.
Development and Research of Youth Suicide Prevention Play: Queer Kid Rap
Guillermo Reyes, Professor, School of Film, Dance & Theatre, ASU
This project produced a bilingual play in the form of dramatic discussion with an educational component regarding teenage suicide. Reyes developed Queer Kid Rap in the fall and spring of 2016-2017 in collaboration with Xanthia Walker, Artistic Director of Rising Youth Theater. The project explored various approaches to dramatizing the subject matter that would be conducive to dialogue and to teenagers seeking help. Reyes wrote the play through a process of listening to the ideas of local teenagers, dramatizing true stories and then rendering them creatively through drama, comedy, music, and dance. Production of the play took place in March 2017.
Reyes submitted the play to the Coachella Valley Repertory Theater, which expressed interest in reading it. The next step in the development and exhibition of the play will be further submissions to various youth projects across the country. Theatres that choose the play will move forward in seeking state arts support or other forms of private support.
Borderland Transborder Narratives: A Genealogy of Chicana Intellectual Thought in the Narratives of Josefina Niggli and Jovita González
Dr. C. Alejandra Elenes, Associate Professor, School of Humanities, Arts & Cultural Studies, ASU
In this project, Dr. C. Alejandra Elenes conducted genealogical, archival, and ethnographic research. The goal was to examine the archival collections of women of Mexican descent is to gain a stronger insight into these women's contributions to the genealogy of Chicana feminist thought. This investigated the writings, teachings, and advocacy of these women, which established a foundation from which to explore the university and cultural production as sites for articulating cultural and political critique of interethnic relations in the borderlands.