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This article narrates the contours of a digital "kitchen table talk"--a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks's concept of "homeplace," we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GFoC, the urgency around their lives and needs, as well as self-examination of our role in the academy taking up feminist projects with GFoC.

In this article, we examine fugitivity and fugitive literacies as they are enacted by transfronterizx youth--young people who cross and experience life on both sides of the border between Mexico and the United States. Through a community-based literacy project located on the border between El Paso, Texas, USA, and Ciudad Juarez, Chihuahua, Mexico, this article focuses on storytelling and multimodal creation, what we refer to as multimodal cuentos. Findings illustrate the ways in which Chicanx/Latinx "transfronterizx" youth exhibit, build, and sustain their ways of resisting white, Western, hegemonic definitions of literacy through communication and creativity. We theorize the notion of fugitivity on the border and share potential implications for language and literacy education for Chicanx/Latinx border crossers.

Background or Context: Middle-school Girls of Color experience complex systems of relationships, structures, and situations in and out of school spaces. Their experiences, however, are often at the margins or excluded from middle school curricula and after-school programming. In this article, we focus on how young women engage with chisme to liberate themselves from social and academic pressures placed upon them. Purpose and Research Questions: Our study seeks to center and explore the ways of knowing and being of Latina/x middle school girls with particular attention to the role of chisme. We draw on Chicana/Latina feminist perspectives to address the following research questions: (1) How do middle school Latina/x girls define chisme? (2) How and why was chisme enacted or leveraged to co-create a trusting space in an after-school program for middle school Latina/x girls? Research Design: We employed a practitioner research inquiry design to explore chisme as a literacy practice of Latina/x middle-school girls in an after-school program. The after-school program, Latina/x Girlhood Narratives, was implemented in a middle school in a mid-sized, urban city in the Midwest region of the United States. Analytically, we engaged in video data analysis and qualitative coding analysis to examine the data. Results and Conclusions: Three main findings emerged from the study: (1) shared understandings: chismes, rumors, and snitching; (2) todo or la mitad del chisme: a process and product of confianza; and (3) from chismes to liberatory literacy practices of desahogamiento. Our study demonstrates how chisme, in particular, not only was vital to building and deepening confianza, but also allowed access to the girls' ideas for activities and pedagogies. The field of education must continue to work to make visible the ways in which Latina/x girls engage with themselves and the world in order to sustain better relationships with and for them, and to build pathways for Latina/x girls to see themselves as successful in schools and in society. [ABSTRACT FROM AUTHOR]

The article presents the discussion on exploring the educational practices and knowledge within Latinx Preservice Teachers' (LPSTs) homes and how they utilize comic strips to depict these pedagogies. Topics include impact of borderland education marked by resistance and survival and the documentation of home-based teaching and learning practices by LPSTs.

The hyper-visible ways the U.S.-Mexico border becomes part of political discourse often disregard the complex histories, communities, and cultural knowledge of the people who have and continue to inhabit these borderlands. Specifically, the borderlands are rarely recognized as sites for rich forms of knowledge, practices of teaching and learning, and language and literacy. Drawing on the intersections of border(lands) thinking and Chicanx/Latinx multimodal literacies, we look at the relationship between image and texts and how the curation of zines reflects the epistemologies and lived realities of Chicanx/Latinx Pre-Service Teachers (PST) living on the border. Three themes emerged from our analysis of the PST's zines: (1) Borderlands artifacts, (2) Borderlands languaging, and (3) Borderlands identities and the borderline. We argue that zine creation is one way to deconstruct deficit narratives, reimagine pedagogical content, and highlight knowledge rooted in rich constructions of the borderlands. [ABSTRACT FROM AUTHOR]