(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures

Sharim Hannegan-Martinez, Sylvia Mendoza Aviña, Dolores Delgado Bernal, Daniel G. Solorzano

Research output: Contribution to journalArticlepeer-review


In this article, the authors (re)visit Solorzano and Delgado Bernal's (2001) Urban Education article, “Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context,” to discuss transformational resistance in conversation with other works on youth resistance to (re)visit and (re)imagine student oppositional behaviors. Next, empirical examples offer theoretical and pedagogical contributions (ruptures) for nurturing all forms of resistance towards transformation. By disrupting punitive interpretations and responses that are imbued with racist and oppressive ideologies, we honor the potential for transformational resistance embedded in the “unrespectable” oppositional behaviors of Students of Color.

Original languageEnglish
JournalUrban Education
StateAccepted/In press - 2022

Bibliographical note

Publisher Copyright:
© The Author(s) 2022.


  • chicana feminist epistemology
  • critical race theory
  • culturally sustaining pedagogy
  • transformational resistance
  • urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies


Dive into the research topics of '(Re)Imagining Transformational Resistance: Seeds of Resistance and Pedagogical Ruptures'. Together they form a unique fingerprint.

Cite this