Table of Contents

Contents
Preface
Introduction: Countering Despair and Stigma through Autogestion
1. Border Paradoxes, Dystopia, and Revolutionary Education
2. Through Girls' Eyes: Coming of Age in Ciudad Juarez
3. Enacting a Pedagogy of Autogestion
4. Building a Mujerista Space at Altavista
5. Mujeres Autogestivas: Young Women Authoring Their Identities
Epilogue: Life after Altavista
Acknowledgments
Notes
Bibliography
Index

About the Author

Claudia G. Cervantes-Soon is assistant professor of bilingual/bicultural education at the University of Texas at Austin.

Reviews

"Rarely do we read about the on-the-ground liberatory work of teachers and youths in schools and the agency of young women to live meaningful and joyous lives. In Juarez Girls Rising, the stories of the women and the school are beautifully interwoven, providing a powerful, nuanced, and compelling ethnography that neither victimizes nor romanticizes young, working-class women as they form meaningful identities and future possibilities in the context of gender-, race- and class-based violence."-Sofia Villenas, Cornell University"An important and unique insider's perspective on the city of Juarez, Juarez Girls Rising provides a complex, detailed, and nuanced lens to better understand the multiple barriers young women in the city encounter."-Gilda L. Ochoa, author of Academic Profiling: Latinos, Asian Americans, and the Achievement Gap

"The nuance with which Cervantes-Soon reflexively offers insights as an insider/outsider in ways that are deeply reflective of humanizing research make it an ideal fit for courses on ethnography, qualitative methods, critical pedagogy, or culturally sustaining pedagogies."-Teachers College Record