Abstract
For example, CRT is characterized by "the intercentricity of race and racism ... the challenge to dominant ideology ... the commitment to social justice ... the centrality of experiential knowledge ... and an interdisciplinary perspective." Counterstorytelling is described as a means of working away from traditional "majoritarian storytelling." In it, the voices of those without racial and social privilege are reified as a central means of constructing one's own reality. In other words, [Tara J. Yosso]'s text is grounded in a social justice framework that seeks to empower the subordinated voices of Chicanas/os in education. A particularly powerful example of Yosso's documentation of the Chicana/o educational experience is found in her discussion of student activism and its role in shaping the quality of education. Chapter three, "Students on the Move," recounts various forms of student advocacy, including nonviolent protests and political organizing. One cannot read this section of the book without reflecting on the recent school walkouts organized by Chicanas/os and Latinas/os throughout the nation. Yosso's decision to discuss these types of activism further supports the relevance of this text to the critical issues that Chicana/o students face in their current educational environments. Chapter four, "Stages of Passage," is of specific interest to those who work in student affairs. Using semi-fictionalized voices, the author characterizes discrimination based on the phenotypes (physical appearances) of Chicanas/os in the form of subtle microagressions. She then uses these voices to deconstruct traditional "college-transition" frameworks and reconceptualize them. This approach not only reframes fundamental ideas of the transition to college; it does so through the voices of those who are experiencing these changes.