Cati V. de los Ríos is an Assistant Professor in the School of Education. She has taught in California and Massachusetts public schools. Cati’s research explores the intersections of adolescent literacies, transnationalism, translanguaging, ethnic studies, and teacher education. Her scholarship draws from ethnographic and participatory methodologies and is informed by ethnic studies frameworks and sociocultural and critical theories of language and literacy.
de los Ríos has published in Reading Research Quarterly, Research in the Teaching of English, Harvard Educational Review, and Learning, Media and Technology. Her research on Common Core State Standards-aligned literacies in a high school ethnic studies classroom was selected for dissertation fellowships from the Ford Foundation, National Academy of Education/Spencer Foundation, and the Provost’s Office at Teachers College, Columbia University. In 2018, de los Ríos won two Outstanding Dissertation Awards from American Educational Research Association and was awarded the Promising Researcher Award by the Standing Committee on Research of National Council of Teachers of English (NCTE). She also recently received the 2018 Alan C. Purves Award from NCTE for an article judged as most likely to have the greatest impact on educational practice.
As a community-engaged scholar and former high school ethnic studies teacher, she has over fifteen years 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 collaborated closely with grassroots teacher activist groups like People’s Educational Movement, New York Collective of Radical Educators, and Education for Liberation Network.
2017, Ph.D./M.Phil., Teachers College, Columbia University, New York City, NY
Department of Arts & Humanities, Program in English Education
2006, M.T.S., Harvard Divinity School, Cambridge, MA
Theological and Religious Studies (emphasis in Mesoamerica & Latin America)
2005, Teaching Credential, Harvard Graduate School of Education, Cambridge, MA Single-Subject Secondary Teaching Licensure – Massachusetts
2004, B.A., Loyola Marymount University, Los Angeles, CA
Majors: Chicana/o Studies and Spanish Literature
Clear Bilingual Cross-cultural Language and Academic Development (BCLAD) Credential, CA (6-12)
Clear Single Subject Secondary Spanish Language and Literacy Credential, CA (6-12)
7/2018-Present, Assistant Professor. University of California, Davis, School of Education
4/2017-6/2018, Assistant Professor, University of California, Riverside, Graduate School of Education
7/2016-3/2017, Acting Assistant Professor, University of California, Riverside, Graduate School of Education
de los Ríos, C. V. (in press). ”Los músicos”: Mexican corridos, the aural border, and the evocative musical renderings of transnational youth. Harvard Educational Review.
*Kwon, L., & de los Ríos, C. V. (in press). “See, Click, Fix”: Civic interrogation and digital tools in a ninth-grade ethnic studies course. Equity & Excellence in Education. Special Issue on K-12 ethnic studies.
de los Ríos, C. V., Martinez, D. C., **Musser, A., *Canady, A., Camangian, P. R., Quijada, P. D. (in press). Upending colonial practices: Toward repairing harm in English Education.Theory into Practice. Special issue on Transformative Justice in Teacher Education.
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
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.
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 Special issue on New Narratives for Solidarity, Resistance, and Indignation: The Intersections of Learning, Technology, & Politics in a Climate of Fear, Oppression.
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.
Fellowships and Awards
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: Hispanic/Latinx Research, 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 for Outstanding Graduate Student Paper, American Educational Research Association Special Interest Group: Grassroots Community & Youth Organizing for Education Reform, 2017
National Academy 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
American Educational Research Association (AERA)
National Council for Teachers of English (NCTE)
Literacy Research Association (LRA)
International Literacy Association (ILA)
American Association of Hispanics in Higher Education (AAHHE)
School of Education Assistant Professor Cati de los Ríos has been awarded the 2018 Promising Researcher Award by the Standing Committee on Research of the National Council of Teachers of English. This honor is conferred annually to a researcher who has produced an original and outstanding paper from their dissertation within two years of the award year.