Cati V. de los Ríos
Assistant Professor of Literacy
Chicanx Latinx Studies
Critical Pedagogy, Ethnography, K-12 Ethnic Studies, Latinx Family Literacy, Participatory Action Research, Translanguaging Pedagogy, Youth Corrido Literacies
Reading, and Bi/Multilingual Education at UC Berkeley’s Graduate School of Education
Bio & Interests
Cati V. de los Ríos applies critical, sociocultural, and translingual theories to examine the literacy and language practices of immigrant, transnational, and racialized bi/multilingual youth populations. Her research is situated at the axes of literacy studies, educational anthropology, ethnic studies, and TESOL/bilingual education, with an emphasis on studying the unitary linguistic and semiotic repertoires that Latinx youth and families deploy and develop across sociocultural settings. de los Ríos’s empirical work amplifies’ Latinx youths’ creative and critical translingual practices and their underrecognized daily reading, writing, and digital composing practices. Her scholarship highlights the diversity of resources (e.g., linguistic, semiotic, cultural, musical, instrumental, historical, sentimental, and civic) that bi/multilingual youth engage to participate intellectually and socially across educational contexts. Former Highschool Spanish, ELD, and Ethnic Studies teacher. Her research has been recognized by The National Academy of Education/Spencer Foundation (Dissertation and Postdoctoral Fellowships); National Academies of Sciences/Ford Foundation (Dissertation and Postdoctoral Fellowships); and National Council of Teachers of English (NCTE) Cultivating New Voices Fellowship.
The three primary areas of inquiry:
- The first attends to the ways that secondary teachers employ critical translanguaging pedagogies, and their implications for the preparation of teachers in translingual contexts
- The second examines bilingual youths’ reading, writing, and creative performance of Regional Mexican music, including románticas, norteño, sierreño, and corridos
- The third studies the role of intergenerational community engagement in the lives of Latinx bilingual young people. Specifically, she examines the potential of mobilizing students’ everyday bi/multilingual knowledge of contentious politics for transformative in-school literacy instruction and civic education, especially in Ethnic Studies classrooms
More Information: https://gse.berkeley.edu/cati-v-de-los-r%C3%ADos