” ‘La patria es impecable y diamantina’: Performing Diamantina in Cristina Rivera Garza’s (Non)Fiction”. Latin American Literary Review, 48(95). pp.41-48 (2021)
“Latin American Writing in the United States: Intertextual Encounters and Narrative Memory in Norte (2011) by Edmundo Paz Soldán”. Middle Atlantic Review of Latin American Studies (MARLAS), 2(2), pp.52–65 (2018)
“Espacios de salvación y prisión: Memoria narrativa y “colindancia” en La ciudad de los hombres de Cristina Rivera Garza”. Catedral Tomada – Journal of Latin American Literary Criticism. Vol 4, Nº 7 (2016) ISSN 2169-0847.
“ ‘El Ruco Cholo Pachuco’ de Pepe Serna” at The New LATC”, Los Angeles, CA. KARPA, Dissident Theatricalities, Visual Arts and Culture. 1.2 (2008)
“La patria es impecable y diamantina”: Performing Diamantina in Cristina Rivera Garza’s (Non)Fiction”: https://www.lalrp.net/articles/abstract/157/
Review of Roberto Bolaño, Amberes. Barcelona: Anagrama, 2002. Palabras Malditas, Digital Cultural Magazine, Mexico City, 2009
Interview with Fernanda Espinosa: “Documenting Other Histories: Art, Orality, and Our Communities” Latin@ Literatures. A Cultural and Literary Journal. Vol 1. Issue 0 (online). September 2016.
“Mucho ayuda el que no es trova”. Palabras Malditas, Digital Cultural Magazine, Mexico City, 2010
“Travelogues of La Semana Negra de Gijón (The black week of Gijón) Asturias, Spain”. La Bloga, Chicana, Chicano, Latina, Latino, & more. Literature, Writers, Children’s Literature, News, Views & Review, 2008.
“Learning with Maryland’s Immigrant Communities: Digital Storytelling as Community Engagement” ForthComing – Accepted for Publication. The Journal of Community Engagement and Higher Education. https://www.interculturaltales.org/
- In this article, we explore digital storytelling as a community-engaged pedagogy to create students’ immigration stories in Maryland as part of the project, “Intercultural Tales: Learning with Maryland’s Immigrant Communities.” Stories highlight students’ lived experiences of immigration, language, and identity. By envisioning themselves and their classmates as community members, students and their stories challenge the assumption that the university is disconnected from local communities. In turn, this process of collaborative storytelling shapes teaching and learning as student-centered practices where it is possible to learn about immigration from inside and outside the classroom. Keywords: community-engaged scholarship, digital humanities, higher education, immigration studies, critical intercultural communication.
Canons without Immigrants: Genre, Memory, and Spanish Language Literature in the United States – From José Martí to Cristina Rivera Garza
Terca. Poetry collection. Guatemala: Editorial Catafixia, 2013