Placticando with the OG’s of the RAC: Conversations journeying through the research apprenticeship course

• In Event: Creating an East Coast Research Apprenticeship Course: Fostering Intersectional Dialogue for Latina Education Researchers

Abstract

Purpose: This presentation will review the origin, development and impact of the WC-RAC[1] model of mentorship, collective wisdom and group activism on Latina educational scholars’ career trajectories. Original cohort members will discuss the core concepts and approaches that have emerged from their RAC experience. It will review the strong foundation deeply rooted in the Chicana/Latina West Coast experience. The RAC prioritizes mentorship, bridging generational gaps and nurturing emerging Latina scholars. Latina researchers will engage in critical conversations, drawing from their lived experiences and scholarly insights. The RAC is not merely an intellectual space; it is a site of healing as scholars design research that challenges systemic injustices.

Theoretical Framework: Critical Race Theory (CRT) and feminist theory infuses the WC-RAC with purpose; encouraging counter storytelling—narratives that disrupt dominant narratives[2]. The WC-RAC has become a canvas for these stories. CRT recognizes the interconnectedness of race, gender, class, and other social markers and the WC-RAC provides a community for emerging and established Chicano scholars to embrace their unique intersectionality. The WC-RAC bridges theory and practice, empowering scholars to enact change beyond academia.​​ It emphasizes the role of mentorship to empower marginalized scholars.

Methods: Presenters will engage in placticas[3] as the methodology for sharing their lived experiences with the RAC. Plactica is a tool of Critical Race Feminista Methodologies[4] that leverages informal and intimate “conversations” to witness shared memories, experiences, stories, ambiguities and interpretations that impart a knowledge connected to personal, familiar and cultural history. The presenters will use placticas to share how the WC-RAC has been a transformative space for them as Chicana educational researchers, providing them a “safe space to struggle '' and affording the scholars in the community the support to embrace the emotionality of their work. It allowed them to courageously push back on ideas and engage in critical discussions.

Evidence and Findings: The WC-RAC incubates ideas, fostering theoretical breakthroughs in education, social sciences, and race and ethnic studies. It also serves as an academic and social hub for Students of Color, addressing race, racism, sexism, and classism in research, pedagogy, policy, and activism. The WC-RAC’s success lies in its commitment to mentorship and community-building. It offers a platform for students at different stages of their academic journey to collaborate, learn, and challenge dominant narratives. Through weekly meetings, workshops, and guest lectures, the RAC facilitates critical consciousness and empowers researchers to disrupt oppressive systems. Participants engage in collective healing, sharing personal experiences and connecting theory to practice. The RAC’s impact extends beyond academia, influencing community organizing, policy advocacy, and curriculum development.

Significance: Looking ahead, sustaining the RAC’s impact requires continued support and adaptation to changing contexts. An expanded focus includes other marginalized communities, across the country on the east coast. We must remain vigilant in centering the voices of those most affected by systemic inequities. The WC-RAC serves as a beacon of hope for the East coast, demonstrating that transformative spaces can catalyze social change and empower the next generation of scholars.

Authors

• Veronica Velez, Western Washington University

• Lindsay Pérez Huber, California State University - Long Beach

• Maria C. Malagon, California State University - Fullerton