2026-09-23T01:39:11Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/125816 2026-02-03 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2026-08-01 The student, Citlalli Mendoza Garcia, accepted the attached license on 2024-07-10 at 11:42. The student, Citlalli Mendoza Garcia, submitted this Thesis for approval on 2024-07-10 at 11:47. This Thesis was approved for publication on 2024-07-16 at 16:13. DSpace SAF Submission Ingestion Package generated from Vireo submission #21042 on 2025-02-04 at 21:25:49 Cuento literacies: Multigenerational storytelling in a Chicane family Garcia, Citlalli Mendoza 2024-07-16 González Ybarra, Mónica Language And Literacy Chicano Literacies Latinx Literacies Education Storytelling Autoethnography Storywork Critical Latinx Indigeneities eng 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. 2024-08 Thesis https://hdl.handle.net/2142/125816 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. Curriculum and Instruction Curriculum and Instruction University of Illinois at Urbana-Champaign M.S. Thesis