Chavez – Publications

Rudolfo Chávez  Chávez


  • Zozakiewics, Cathy, Hayes Writer, Jeanette., Chávez, Rudolfo Chávez (2003).  Conscious and unconscious multicultural practices of new teachers: rethinking teacher education as a reflective circle. ATE Yearbook. Preparing teachers to become multicultural educators is no simple task as the literature attests. In order to better understand the longitudinal journey student teachers take in conceptualizing and practicing multicultural education from the beginning of a teacher education program to the final field experience, we completed case studies with three teachers.
  • Chávez, Rudolfo Chávez (2003). Practicing the Manifest of Diversity in the Social Studies:  Pedagogical Fusion for Everyday Transformations.  Research in Social Education Series, Volume IV, Susan Adler (Ed.)  Critical Issues in Social Studies Teacher Education, Information Age Publishing.
    This represents an approach to the relational act of teaching and learning that transcends theory and praxis and has grown within me for almost three decades. Its disparate roots have several beginnings: Chicana and Chicano studies, critical theory and pedagogy, critical race/LatCrit theory, socio-cultural learning theory, critical multicultural education and curriculum theory, feminism, and more recently neo-Marxists and post colonial beginnings.
  • Jeanette Haynes Writer and Rudolfo Chávez Chávez (2001). Storied lives, dialog áretro-reflections: Melding Critical Multicultural Education and Critical Race Theory for pedagogical transformation. Studies in Media & Information Literacy Education. Volume 1, Issue 4 (November 2001) University of Toronto Press
    We are critical retro-reflective teacher educators and cultural workers. As such, we have a civic responsibility to embrace courage, compassion, equity, social justice, and social activism. We also have the responsibility to deconstruct dominant subordinating narrative and stories.
  • Chávez, Rudolfo Chávez (Spring, 1999). W(R)i(t/d)ing the Border: The Borderscape of Social Justice. Theory and Research in Social Education Journal, 27(2) 248-272.
    Multicultural education praxis and its discourses are inextricably linked to the telling and listening of story. It is the ability to listen, respect, dignify, and be in solidarity with the struggle for social justice; not with a sense of awe or benevolent condescension but with what Rorty signifies as the “ability to use language, and thereby to exchange beliefs and desires with other people”
  • Chávez, Rudolfo Chávez (1998). “Engaging the Multicultural Education Terrain.” In Rudolfo Chávez Chávez and James O’Donnell (Eds.) Speaking the Unpleasant: The Politics of (non)Engagement in the Multicultural Education Terrain. Albany, NY: State University of New York Press
    Multicultural education’s history has been tumultuous, dynamic, polarized, embracing of diversity, controversial, explosive, nurturing and, vehemently, non-neutral. The authentic teacher in the multicultural education (MCE) terrain is a hero, a risk taker, and a poet of pedagogical nuance.
  • Chávez, Rudolfo Chávez and O’Donnell, James. (1998). “Editor’s Introduction.” In Rudolfo Chávez Chávez and James O’Donnell (Eds.) Speaking the Unpleasant: The Politics of (non)Engagement in the Multicultural Education Terrain. Albany, NY: State University of New York Press.
    Some years ago at a conference on multicultural education, we presented a workshop on strategies for challenging students’ non-engagement with multicultural education issues. Our work shop was scheduled for the final day and near the final hour of the conference. We anticipated that only ourselves and a few kind friends would attend.
  • Chávez, Rudolfo Chávez (1997). “A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students.” The Hispanic Dropout Project Papers Walter Secada (Ed.).
  • Hidalgo, Francisco, Chávez, Rudolfo Chávez, & Ramage, Jean (1996). “Chapter 33 – Multicultural Education: Landscape for Reform in the 21st Century.” In John Sikula, Thomas Buttery, & Edith Guyton (Eds.) Handbook of Research on Teacher Education, Second Edition. Macmillan Pub. Co.
    This chapter surveys the intellectual evolution of multicultural education and analyzes it within a naturalistic framework for understanding the cultural differences and the dynamics of culture contact in an increasingly diverse society. It covers the intellectual terrain, historical roots, and societal contexts and gives special attention to applications in teacher education.
  • Chávez, R. Chávez, Belkin, L. D., Hornback, J. G., & Adams, R. K. (1991). “A Curriculum Discourse for Achieving Equity: Implications for Teachers When Engaged with Latina and Latino Students.” The Educational Issues of Language Minority Students Journal, Volume 8, Winter, 1991, 1-21.This paper reviews the research pertaining to school termination or “dropping out” of school.  Specifically, the degree that language, socio-cultural, socio-economic/political issues impact upon students to drop out of school.
  • Chávez, Rudolfo Chávez. (1990). “6_TheThe Development of Story Writing Within an I.B.M. Writing to Read Program Lab among Language Minority Students: Preliminary Findings of a Naturalistic Study.” Computers in the Schools, Volumes 1 & 2.
    The purpose of this study was to determine the story/develop mental writing changes within a “Writing to Read” Program by limited-English proficient (LEP) first and second grade students in the language of their choice – Spanish or English. The Writing to Read (WTR) program served as the only English as a Second Language (ESL) time (55 minutes, four days a week) for students in …
  • Chávez, Rudolfo Chávez (1988). “Theoretical Issues Relevant to Bilingual Multicultural Classroom Climate Research.” Educational Issues of Language Minority Students Journal, 1(3), 5-14.
    In the past few years several reports focusing on effective schools around the country and national studies focusing on American education haw made many take a critical look at how children have been educated and what has been done to make sure that all children have an equal opportunity and access for schooling.
  • Chávez, R. Chávez, (1984). The Use of High-Inference Measures To Study Classroom Climates: A Review. Review of Educational Research Vol. 54, No. 2, pp. 237-261.
    This paper reviews the impact high-reference measures had on studying classroom climates. Early literature of classroom climates from the late twenties through the early sixties is reviewed. It is noted that the study of classroom climates had two distinct, unrelated beginnings. As a result, the use of high-inference measures to study classroom climates was not …
  • Chávez, Rudolfo Chávez (1984). “The ‘Preunderstandings’ of Second Language Acquisition.Teacher Education Quarterly, 11 (4), 32-48.
    The argument that the educational system has systematically blamed linguistic and ethnic minority children for their inability to learn has been seriously discussed by several scholars. The repeated theme has been that linguistic and ethnic minority students are unprepared and that they must be made over and shaped to fit the requirements of the educational system …
  • Chavez, R. Ch. & Cardenas , M. (1980). The affective dimension in bilingual/bicultural education: What’s the status? In R. V. Padilla (Ed.), Ethnoperspectives in bilingual education research, 1979-1 980: Theory in bilingual education, Proceedings. Ypsilanti : Eastern Michigan University , 1980.
    Within a bilingual bicultural classroom climate, authentic affective and cognitive experiences for bilingual bicultural students are essential. The classroom climate, acting with other forces, offers the students psychological experiences, limitations, and self-impact. Secondly, the classroom climate has physical, social, and intellectual forces and conditions that impinge upon a student (Bloom 1964).

Books: (Monographs )