Cati De Los Rios
Cati De Los Rios
Acting Assistant Professor
Graduate School of Education
2107 Sproul Hall
- Adolescent Literacy
- Translanguaging Literacies
- Bi/-Multilingual Youth’s Multimodal Literacies
- Secondary Ethnic Studies
- Critical Pedagogy
- Youth Community Organizing
- Ph.D., Columbia University, Teachers College
- M. Phil., Columbia University, Teachers College
- M.T.S., Harvard University, Harvard Divinity School
- Teaching Credential, Harvard University, Harvard Graduate School of Education
- B.A., Loyola Marymount University
Cati V. de los Ríos is an Assistant Professor in the Education, Society and Culture Program in the Graduate School of Education at University of California, Riverside. She is a former high school teacher in Pomona Unified School District and Boston Public Schools, and teacher educator in New York City, New York and Oakland, California. Her research spans a number of phenomena, including Chicanx and Latinx adolescents’ multimodal and translingual literacies, translanguaging pedagogies in secondary “English-medium” classrooms, and the civic literacy practices extant in secondary Ethnic Studies classrooms. Her teaching and scholarship are informed by sociocultural and critical theories of language and literacy.
de los Ríos has been published in academic journals like Research in the Teaching of English, Journal of Adolescent & Adult Literacy, English Journal, Race and Social Problems and The Urban Review. She is a former Cultivating New Voices Among Scholars of Color Fellow with National Council of Teachers of English, and in 2016, she was selected for dissertation fellowships from both the Ford Foundation and National Academy of Education/Spencer Foundation.
As a former high school Ethnic Studies teacher and scholar-activist, she has over a decade of community organizing for K-12 Ethnic Studies efforts nationwide. Since 2012, she has been an integral organizer of the West Coast Ethnic Studies Summits & Assemblies (sponsored by Education for Liberation Network). Furthermore, she has worked closely with grassroots teacher activist organizations like People’s Educational Movement, New York Collective of Radical Educators and Education for Liberation Network where she was one of the grassroots regional co-organizers of the biennial national conference Free Minds Free People in Oakland, CA.
Peer-Reviewed Journal Articles
- de los Ríos, C.V., & Seltzer, K. (in press). Translanguaging, coloniality and English classrooms: An exploration of two bi-coastal urban classrooms. Research in the Teaching of English.
- de los Ríos, C.V. (2017). Picturing ethnic studies: Photovoice and youth literacies of social action. Journal of Adolescent & Adult Literacy. Advance online publication. doi: 10.1002/jaal.631
- 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. (2015). Toward a critical pedagogy of ra ce: 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.
- 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 in teacher education: Counternarratives of critical practice. New York: Routledge.
- 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.