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Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework

Chicana and Chicano Students in an Urban Context

University of California, Los Angeles

Dolores Delgado Bernal

University of Utah

Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history—the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of resistance to focus on its transformative potential and its internal and external dimensions. The authors describe and analyze a series of individual and focus group interviews with women who participated in the 1968 East Los Angeles high school walkouts. The article then introduces a counterstory that briefly listens in on a dialogue between two data-driven composite characters, the Professor and an undergraduate student named Gloria. These characters’ experiences further illuminate the concepts of internal and external transformational resistance.

Urban Education, Vol. 36, No. 3, 308-342 (2001)
DOI: 10.1177/0042085901363002


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