Abstract
This essay reviews Latina/o students' counter-narratives challenging colorblindness. The author highlights the experiences of students from Tucson Unified School District's Mexican American Studies program. By examining student counter-narratives, the author also identifies race-related terms that are more suitable for dialogue among and with young Latinas/os of the post-civil rights generation. © 2014
| Original language | English (US) |
|---|---|
| Pages (from-to) | 79-85 |
| Number of pages | 7 |
| Journal | Multicultural Perspectives |
| Volume | 16 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2014 |
ASJC Scopus subject areas
- Cultural Studies
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