Cuento literacies: Multigenerational storytelling in a Chicane family

Garcia, Citlalli Mendoza

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

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)

González Ybarra, Mónica

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

Language

eng

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.

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