Publications
Books (Edited)
2010 (co-edited with E. Murillo Jr., R. Trinidad Galvan, C. Martinez, J. Muñoz, and M. Machado-Casas) (2010). Handbook of Latinos and education: Theory, research and practice. NY: Routledge and Taylor Francis Group.
2006 (co-edited with D. Delgado Bernal, C.A. Elenes and F. Godinez). Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. Albany: State University of New York Press.
1999 (co-edited with L. Parker, and D. Deyhle) Race is ... race isn’t: Critical race theory and qualitative studies in education. Boulder, CO: Westview Press.
Selected Articles and Book Chapters
2020. (with Carolina Osorio Gil). Latinx cultural programming as public pedagogy: Mobilizing cultura (culture) in a small town community in Upstate New York. In J. Hurtig and C. Chernoff (Eds.), Contested Spaces of Teaching and Learning: Practitioner Ethnographies of Adult Education in the United States. Lanham, MD: Lexington Books.
2019. The anthropology of education and contributions to critical race studies. Equity and Excellence in Education, 52(1), 68-74. https://doi.org/10.1080/10665684.2019.1632758.
2019. Pedagogies of being with: Witnessing, testimonio and critical love in everyday social movement. QSE: International Journal of Qualitative Studies in Education, 39(2), 151-166.
2014. Thinking Latina/o education with and from Chicana/Latina feminist cultural studies: Emerging pathways, decolonial possibilities. In A. Darder & R.D. Torres (Eds.), Latinos and education: A critical reader. New York, NY: Routledge. Originally published in Zeus Leonardo (Ed.), Handbook of Cultural Politics in Education. Sense Publishers (2010).
2013. The legacy of Derrick Bell and Latino/a education: A critical race testimonio. Urrieta Jr., Luis and Sofia Villenas. Race, Ethnicity and Education, 16(4), 514-535.
2013. Race talk and school equity in local print media: The discursive flexibility of whiteness and the promise of race conscious talk. Villenas, Sofia and Sophia L. Angeles. Discourse: Studies in the Cultural Politics of Education, 34(4), 510-530.
2012. Pedagogies from nepantla: Testimonio, Chicana/Latina feminisms and teacher education classrooms. Prieto, Linda and Sofia Villenas. Equity & Excellence in Education, 45(3), 411-429.
2011. Critical ethnographies of education in the Latino/a diaspora. Villenas, Sofia and Douglas E. Foley. In R. Valencia (Ed.), Chicano school failure and success: Past, present and future, 3rd edition. New York and London: Routledge and Falmer.
2007. Diaspora and the anthropology of Latino education: Challenges, affinities, and intersections. Anthropology and Education Quarterly, 38(4), pp. 419-425. Reprinted in Roland Sintos Coloma (Ed.) Postcolonial challenges in education. New York, NY: Peter Lang Publishers, 2009.
2006. Latina feminist postcolonialities: Perspectives on Un/tracking educational actors’ interventions. International Journal of Qualitative Studies in Education, 19(5), pp. 659-672.
2006. Pedagogical moments in the borderlands: Latina mothers and daughters teaching and learning. In D. Delgado Bernal, C.A. Elenes, F. Godinez and S. Villenas (eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 147-159). Albany: State University of New York Press.
2005. Between the telling and the told: Latina mothers negotiating education in new borderlands. In J. Phillion, M. F. He, and M. Connelly (Eds.), Narrative and experience in multicultural education (pp. 71-91). Thousand Oaks, CA: Sage.
2002. Reinventing educación in new Latino communities: Pedagogies of change and continuity in North Carolina. In S. Wortham, E., Murillo Jr., and E. Hamann (Eds.), Education in the new Latino Diaspora: Policy and the politics of identity (pp. 17-35). Westport, CT: Ablex Publishing.
2002. This ethnography called my back: Writings of the exotic gaze, “othering” Latina, and recuperating Xicanisma. In E. St. Pierre and W. Pillow (Eds.), Working the ruins: Poststructural feminist theory and methods in education (pp. 74-95). New York: Routledge.
2001. To valerse por si misma (be self-reliant) between race, capitalism, and patriarchy: Latina mother/daughter pedagogies in North Carolina. Villenas, Sofia and Melissa Moreno. International Journal of Qualitative Studies in Education, 14(5), pp. 671-687.
2001. Latina mothers and small-town racisms: Creating narratives of dignity and moral education in North Carolina. Anthropology and Education Quarterly, 32(1), pp. 3-28.
2000. Other encounters: Dances with whiteness in multicultural education. Richardson, Troy and Sofia Villenas. Educational Theory, 50 (2), pp. 255-273.
1999. Critical race theory and ethnographies challenging the stereotypes: Latino families, schooling, resilience and resistance. Villenas, Sofia and Donna Deyhle. Curriculum Inquiry, 29 (4), pp. 413-445. 1996
1996. The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), pp. 711-731. Reprinted in 2010, 2000, and 1998 in various edited collections.
