University of Illinois Urbana-Champaign

Cuento literacies: Multigenerational storytelling in a Chicane family

Garcia, Citlalli Mendoza

This item's files can only be accessed by the System Administrators group.

Permalink

https://hdl.handle.net/2142/125816

Description

Title
Cuento literacies: Multigenerational storytelling in a Chicane family
Author(s)
Garcia, Citlalli Mendoza
Issue Date
2024-07-16
Director of Research (if dissertation) or Advisor (if thesis)
Gonzalez-Ybarra, Monica
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
  • language and literacy
  • chicano literacies
  • Latinx literacies
  • education
  • storytelling
  • autoethnography
  • storywork
  • critical Latinx indigeneities
Abstract
By applying an empirical autoethnographic analysis of stories passed down in my family I attempt to parry the deficit ideologies in educational discourses, practices, and institutions surrounding the intellectual merit emulated within the Latine storytelling practices across nation- state borders. Guided by a proposed and applied theoretical framework of cuento literacies to illustrate the complex meaning-making processes Latine/Chicane families engage in, I highlight how cuentos (stories) are a literacy practice that fluidly transcends different modalities, engage unique linguistic practices, and reflect the range of navigational tactics used by Latine/Chicane families to survive. Cuentos as a literacy practice reflect the ways stories are passed down in my multigenerational Chicane family as part of a larger ancestral practice that chronicles our sociopolitical histories across, and responses to, settler colonial nation-states. The implications of this work are two-fold; first, to lay the groundwork for theoretical conceptualizations of cuentos as a culturally, historically, and linguistically distinct and valueable literacy practice; and second, to contribute to methodological discussions in education and interdisciplinary fields that recognize intergenerational stories and autoethnographic approaches to educational research as legitimate processes of inquiry.
Graduation Semester
2024-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/125816
Copyright and License Information
This thesis in its entirety belongs to Citlalli Garcia Mendoza and the Mendoza-Garcia family. Use, reduplication, and distribution of this thesis is prohibited without the approval of all members of the family.

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois