Cati V. de los Ríos is an Assistant Professor of Literacy, Reading, and Bi/Multilingual Education at UC Berkeley’s Graduate School of Education. Her scholarship draws from ethnographic, participatory, and community-based methodologies to explore the rich language and literacy resources that Latinx young people (primarily those of Mexican and Central American descent) deploy and develop across educational settings. Her research is informed by sociocultural, critical, and translingual theories of language and literacy.
de los Ríos’s research makes three primary contributions to literacy studies. The first attends to the ways that secondary teachers employ critical translanguaging pedagogies, and its implications for the preparation of teachers in translingual contexts. The second examines bilingual and emergent bilingual youths’ reading, writing, and creative performance of Mexican regional music, including banda, norteña, and corridos. Youth as critical consumers, practitioners, writers, and performers of these musical and literary genres remain an important but under-researched terrain for critical translingual literacy development. This work builds on the long tradition of researchers that situate youth popular culture as an important site for youth resistance, ingenuity, and literacy learning. 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 bilingual knowledge of contentious politics for transformative in-school literacy instruction and civic education, especially in Ethnic Studies classrooms.
de los Ríos is a former Spanish, ELD, and Ethnic Studies high school 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. de los Ríos is the recipient of several national awards for her scholarship including NCTE Promising Researcher Award; Alan C. Purvis Award; and Janet Emig Award. Her scholarship has been published in Harvard Educational Review; Reading Research Quarterly; Journal of Literacy Research; Research in the Teaching of English; Journal of Language, Identity and Education; and Learning, Media and Technology.
Seltzer, K., & de los Ríos, C. V. (in press). Understanding translanguaging in U.S. literacy classrooms: Reframing bi/multilingualism as the norm. A research policy brief produced for The James R. Squire Office of Policy Research, National Council of Teachers of English.
de los Ríos, C. V. (in press). Translingual youth podcasts as acoustic allies: Writing and negotiating identities at the intersection of literacies, language, and racialization. Journal of Language, Identity & Education.
de los Ríos, C. V. (2020). Writing oneself into the curriculum: Reflections on photovoice journaling in an ethnic studies course. Written Communication. DOI:10.1177/0741088320938794
de los Ríos, C. V. (2020). “Got libros?”: Exploring patrons’ experiences with Latinx history and literature at La Casa Azul Bookstore. Anthropology & Education Quarterly. DOI:10.1111/aeq.12351
de los Ríos, C. V., & *Molina, A. (2020). Literacies of refuge: “Pidiendo posada” as ritual of justice. Journal of Literacy Research, 52(1), 32-54. DOI:10.1177/1086296X19897840
de los Ríos, C. V. (2019). ”Los músicos”: Mexican corridos, the aural border, and the evocative musical renderings of transnational youth. Harvard Educational Review, 89(2), 177-200.
*Kwon, L., & de los Ríos, C. V. (2019). “See, Click, Fix”: Civic interrogation and digital tools in a ninth-grade ethnic studies course. Equity & Excellence in Education, 52(2-3), 154-166. DOI:10.1080/10665684.2019.1647809
de los Ríos, C. V., Martinez, D. C., **Musser, A., *Canady, A., Camangian, P. R., Quijada, P. D. (2019). Upending colonial practices: Toward repairing harm in English education. Theory into Practice, 58(4), 359-367. DOI:10.1080/00405841.2019.1626615
de los Ríos, C. V. (2019). Revisiting notions of social action in K-12 ethnic studies pedagogy: One teacher’s critical lessons from the classroom. In C. Sleeter, W. Au’s (eds.) Rethinking Ethnic Studies. Milwaukee, WI: Rethinking Schools.
de los Ríos, C.V. (2018). Toward a corridista consciousness: Learning from one transnational youth’s critical reading, writing, and performance of Mexican corridos. Reading Research Quarterly, 53(4), 455-471. DOI:10.1002/rrq.210 (Awarded the 2018 National Council of Teachers of English Promising Researcher Award)
Seltzer, K., & de los Ríos, C.V. (2018). Translating theory to practice: Exploring teachers’ raciolinguistic literacies in secondary English classrooms. English Education, 51(1), 49-79. (Awarded the 2019 National Council of Teachers of English Janet Emig Award)
de los Ríos, C.V. (2018). Bilingual Vine making: Problematizing oppressive discourses in a secondary Chicanx/Latinx studies course. Learning, Media and Technology, 43(4), 359-373. DOI:10.1080/17439884.2018.1498350
de los Ríos, C.V., & Seltzer, K. (2017). Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms. Research in the Teaching of English, 52(1), 55-76. (Awarded the 2018 National Council of Teachers of English Alan C. Purves Award)
de los Ríos, C.V. (2017). Picturing ethnic studies: Photovoice and youth literacies of social action. Journal of Adolescent & Adult Literacy, 61(1), 15-24. DOI:10.1002/jaal.631
de los Ríos, C. V., & Souto-Manning, M., (2017). Freirean culture circles as a racial justice strategy in teacher education. In B. Picower, R. Kohli’s (eds.) Confronting Racism: Counternarratives of critical teacher educators. New York: Routledge.
de los Ríos, C.V. (2016).Writing from La Panza!: Exploring monologue literacies with emergent bilinguals. English Journal, 105(5), 75-80.
de los Ríos, C.V., *López, J., & Morrell, E. (2016). Critical ethnic studies in high school classrooms: Academic achievement via social action. In P. Noguera, J. Pierce, R. Ahram’s (eds.) Race, Equity and Education: Sixty Years from Brown. New York: Springer.
de los Ríos, C.V., *López, J., & Morrell, E. (2015). Toward a critical pedagogy of race: Ethnic studies and literacies of power in high school classrooms. Race and Social Problems, 7(1), 84-96.
de los Ríos, C.V. (2013). A curriculum of the borderlands: High school Chicana/o-Latina/o studies as sitios y lenguas. The Urban Review, 45(1), 58-73.
de los Ríos, C.V., & Ochoa, G.L. (2012). The people united, shall never be divided: Reflections on collaboration, community, and change. Journal of Latinos and Education, 11(4), 271-279.
* indicates that the co-author is a K-12 classroom teacher.
** indicates that the co-author is a graduate student.
Research in the Teaching of English
Equity & Excellence in Education
National Academy of Education/Spencer Postdoctoral Fellowship, 2020-2021
National Academies of Sciences/Ford Foundation Postdoctoral Fellowship, 2020-2021 (declined)
National Council of Teachers of English/English Language Arts Teacher Educators (ELATE) Janet Emig Award, 2019
National Council of Teachers of English (NCTE) Alan C. Purves Award, 2018
National Council of Teachers of English (NCTE) Promising Researcher Award, 2018
Outstanding Dissertation Award, American Educational Research Association Special Interest Group: Critical Educators for Social Justice, 2018
Outstanding Dissertation Award, American Educational Research Association Special Interest Group: Latinx Research Issues, 2018
American Association of Hispanics in Higher Education/Ford Foundation Faculty Fellow, 2018
NCTE Conference of English Education (CEE) Research Initiative Grant, 2017
AERA Jean Anyon Award, American Educational Research Association Special Interest Group: Grassroots Community & Youth Organizing for Education Reform, 2017
National Academies of Sciences, Ford Foundation Dissertation Fellowship, 2016
National Academy of Education/Spencer Dissertation Fellowship, 2016 (declined)
Cultivating New Voices (CNV) Among Scholars of Color Fellowship, Research Foundation of the National Council of Teachers of English (NCTE) 2014-2016
Teachers College, Columbia University Office of the Provost Doctoral Dissertation Grant, 2016-2017
Teachers College, Columbia University Office of the Provost Grant for Professional Development, 2016
Teachers College, Columbia University Office of the Provost Dissertation Fellowship, 2015-2016
Teachers College, Columbia University Dean’s Grant for Student Research, 2014-2015
American Association of Hispanics in Higher Education (AAHHE)/Ford Foundation Multidisciplinary Graduate Fellowship, 2014
Teachers College, Columbia University Inaugural Televisa Fellowship for Latina/o Research, 2014