Et·no·gra·fía: my publications in the fields of education and anthropology

Immigration and Education

Lowenhaupt, R., Mangual Figueroa, A., Blanca Dabach, D. Gonzales, R.G., Yammine, J., Morales, M., Tesfa, E., Andrade, P. and Queenan, J. (2020). “Connectivity and Creativity in the Time of COVID-19: Immigrant Serving Districts Respond to the Pandemic,” Immigration Initiative at Harvard Issue Brief Series no. 4, Cambridge, MA: Harvard.

Turner, E. O. & Mangual Figueroa, A. (2019). Immigration Policy and Education in Lived Reality: A Framework for Researchers and Educators. Educational Researcher. Published online first.

Mangual Figueroa, A. & Baquedano-López, P. (2017). Language Socialization and Schooling. In P. Duff (Ed). Volume 8: Language Socialization. Encyclopedia of Language and Education, 3rd Edition (pp. 1-13). New York, New York: Springer.

Mangual Figueroa, A. (2014). The Fourteenth Amendment. In A. Ochoa O’Leary (Ed.), Undocumented Immigrants in the United States: An Encyclopedia of their Experience (pp. 274-276). Santa Barbara, California: ABC-CLIO.

Baquedano-López, P. & Mangual Figueroa, A. (2011). Language socialization and immigration. In A. Duranti, E. Ochs, & B.B. Schieffelin (Eds.), Handbook of Language Socialization (pp. 536-563). Malden, Massachusetts: Wiley-Blackwell.

Mangual Figueroa, A. & Baquedano-López, P. (2017). Language Socialization and Schooling. In P. Duff (Ed). Volume 8: Language Socialization. Encyclopedia of Language and Education, 3rd Edition (pp. 1-13). New York, New York: Springer.

Language Socialization & Literacy

McConnochie, M. & Mangual Figueroa, A. (2017). “Dice que es Bajo” (She says he’s low): Negotiating Breaches of Literacy Learner Identity in Two Mexican Families. Linguistics & Education, 38, 68-78.

Mangual Figueroa, A., Suh, S., & Byrnes, M.M. (2015). Co-constructing beliefs about parental involvement: Rehearsals and reflections in a family literacy program. Linguistics & Education, 31, 44-58.

Mangual Figueroa, A., Baquedano-López, P., & Leyva-Cutler, B. (2014). La Cosecha/The Harvest: Sustainable models of school-community engagement at a bilingual program. Bilingual Research Journal, 37(1), 43-63.

Baquedano-López, P. & Mangual Figueroa, A., Hernandez, S.J. (2011). An integrated approach to the study of transitions as learning activity: Two cases from Spanish immersion classrooms. In P. Portes & S. Salas (Eds.), Vygotsky al sabor Latino: Cultural historical theory, research, and praxis for and with U.S. Latinos and other non-dominant communities (pp. 180-198). New York, New York: Peter Lang Publishing, Inc.

Mixed-status Classrooms and Homes

(in preparation) Mangual Figueroa, A. (2021). When Citizenship meets Schooling: Everyday Experiences of Latina Students in a Mixed-Status Community (tentative title). Contract with University of Minnesota Press.

Mangual Figueroa, A. (2018). Topography of trámites: Mixed-Status families’ map of the New Latino Diaspora. S. Salas and P. Portes (Eds.). US Latinization Education and the New Latino South (pp. 141-160). New York: SUNY Press.

Mangual Figueroa, A. (2017). Speech or silence: Undocumented students’ decisions to reveal their citizenship status in school. American Educational Research Journal, 54(3), 485-523.

Mangual Figueroa, A. (2013). Citizenship and language education policy in an emerging Latino community in the United States. Language Policy, 12, 333-354.

Mangual Figueroa, A. (2012). “I have papers so I can go anywhere!”: Everyday talk about citizenship in a mixed-status Mexican family. Journal of Language, Identity, and Education, 11(5), 291-311.

Mangual Figueroa, A. (2011). Citizenship and education in the homework completion routine. Anthropology & Education Quarterly, 42(3), 263-280.

Testimonio on Immigrant-Origin and Undocumented Experiences

Mangual Figueroa, A., & Barrales, W. (2021). Testimonio and counterstorytelling by immigrant-origin children and youth: Insights that amplify immigrant subjectivities. Societies, 11(2), 38.

Mangual Figueroa, A. (2015). Out of the Shadows: Testimonio as Civic Participation. Journal of Latinos and Education, 14(4), 244-260.

Mangual Figueroa, A. (2014). Finding a place: Migration and education in mixed-status families. In P.R. Portes, S. Salas, P. Baquedano-López & P. Mellom. (Eds.). U.S. Latinos and education policy: Research-based directions for change (pp. 149-172). New York, New York: Routledge.

Mangual Figueroa, A. (2013). “Hay que hablar”: Testimonio in the everyday lives of migrant mothers. Language & Communication, 33, 559-572.

Ethnography & Ethics

Mangual, Figueroa, A. & McConnochie, M. (In press). Critical Ethnography as Community-based Paradigm. Invited Book Chapter for the Cambridge Handbook of Community Psychology.

(in press) Hernandez, S. & Mangual Figueroa, A. (2020). A Decolonial and Humanizing Approach to Educational Research with and for Immigrant Latinx Families: Latina Ethnographers Consider Ways of Knowing and Being in the Field. In Medina, Y. & Machado-Casas, M. (Eds.), Critical Understandings of Latinx and Global Education (pp.). The Netherlands: Brill Publishing Company.

(in press) Mangual Figueroa, A. Hernandez & S. (2020). Humanizing ethnographic methods in Latinx families’ homes: Shifting roles to change the narrative. In Riley, K., Perley, B., & García-Sánchez, I. (Eds.), Language and Social Justice in Global Perspectives (pp.). London: Bloomsbury Press.

Mangual Figueroa, A. & Fox, M. (2020). Refusing Closure Through Critical Care. In A. Ali and T. McCarty (Eds).  Critical Youth Research in Education: Methodologies of Praxis and Care Critical Care Methodologies, 1st Edition (pp. 227-242). New York, NY: Routledge.  

Mangual Figueroa, A. (2017). Ethnography and Language Education. In K. King and Y- J. Lai (Eds.). Volume 10: Research Methods. Encyclopedia of Language and Education, 3rd Edition (pp. 269-282). New York, New York: Springer.

Mangual Figueroa, A. (2016). Citizenship, beneficence, and informed consent: The ethics of working in mixed-status families. International Journal of Qualitative Studies in Education, 29(10), 66-85. (Published online in November 2014)

Mangual Figueroa, A. (2014). La carta de responsabilidad: The problem of departure. In D. Paris & M. T. Winn (eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 129-146). Thousand Oaks, California: Sage Publications.

Essays

Mangual Figueroa, A. (2021). Realtime Ruminations: Young Children’s Thoughts on Social Life in 2020. In Lowenhaupt, R. & Theoharis, G. (Eds.), The Collision of School, Work, and Life at Home A Collection of Essays (pp. 65-72) Syracuse, NY: Syracuse University.

Mangual Figueroa, A. (2019). Embodying the Breach: (In)Securitization and Ethnographic Engagement in the U.S. Special Issue edited by Ben Rampton and Constadina Charalambous for the Journal of Sociolinguistics.

Mangual Figueroa, A. (2019). Allá Sobre el Horizonte / There Across the Horizon. Anthropology & Education Quarterly, 51: 15-21. (Response to Thea Renda Abu El-Haj’s Past Presidential address to the Council of Anthropology and Education of the American Anthropological Association.)

Mangual Figueroa, A. (2019). Testing, Testing…Uno dos, uno dos. Special Issue with Brendan H. O’Connor, Katherine S. Mortimer, Lesley Bartlett, María Teresa de la Piedra, Ana Maria Rabelo Gomes, Gabriela Novaro, Marjorie Faulstic Orellana, and Char Ullman. Applied Linguistics Review. Special Issue: Cruzar fronteras em espaços acadêmicos: Transgressing “the limits of translanguaging.” 

Mangual Figueroa, A. (2018). Invited Book Review: Feeling It: Language, Race and Affect in Latinx Youth Learning. Journal of Sociolinguistics 23(1), 1-5. 

O’Connor, B. & Mangual Figueroa, A. (2017). A Time to Keep Silence and a Time to Speak. Anthropology & Education Quarterly 48(4), 411-419. Special Issue: Educational Anthropologists Respond to the 2016 Presidential Election.

Leiva, C. & Mangual, A. (2012). Desde las entrañas del monstruo: Educadores en Nueva York luchando contra el neoliberalismo y el racismo. Docencia, 47, 90-98.

Mangual Figueroa, A. (2009). Review of the book Bilingual Education an Introductory Reader. Language Policy 8(3), 307-309.