Christian Bracho
Christian A. Bracho is an assistant professor in the Teacher Education Department in the College of Education, where he is also program coordinator of the Master of Arts in Education, Curriculum & Instruction program. A Southern Ӱnative, he received his master’s degree and teaching credential at the University of Rochester, and worked as an English teacher and teacher trainer around Los Angeles County for 12 years. After completing his Ph.D. in International Education from New York University, he was a professorial lecturer in American University’s International Training and Education Program, and later worked at the University of La Verne.
His research interests include Mexican teacher movements, teacher identity, Latinx communities, queer theory, and Hispanic-serving institutions. He is co-editor of the volume Teachers Teaching Nonviolence (DIO Press, 2020), and his work has been published in the Journal of Homosexuality, Forum for International Research in Education, and Politics & Policy. He serves as associate vice president of praxis on the board of the Alliance of Hispanic Serving Institution Educators (AHSIE), and is an associate editor of the International Journal of Qualitative Studies in Education.
Ph.D., International Education — New York University
M.S., Secondary English Curriculum — University of Rochester
B.A., English and Comparative Literature — University of Rochester
Bracho, C. (2023). “Grieving in Spanglish: A Glossary of Loss.” In Glisch-Sanchez, D. and Rodriguez, N. (eds.) Sana, Sana: Latinx Pain and Radical Visions for Healing & Justice. Common Notions Press.
Bracho, C. (2021) “A Journey Toward Coherence: Responding to Donaldo Macedo.” In Achieng-Evensen, C., Soohoo, S., & Stockbridge, K. (Eds.) Freirean Echoes: Multigenerational Dialogue in Contemporary Times. Myers Press.
Bracho, C. (2021). “Queer Theory in Comparative/ International Education.” Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury.
Walker, N., Bracho, C., Mahduri, M. (2021) Challenges and responses: Teacher educators’ identity work during times of trauma. AILACTE Journal, 26-52.
Bracho, C. (2020). Reclaiming uplift: caring for teacher candidates during the COVID-19 crisis. Issues in Teacher Education, 29(1/2), 12-22.
Bracho, C. (2019, November). Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico. FIRE: Forum for International Research in Education, 5(2), 6-27.
Bracho, C. (2019). Protecting the Local to Resist the Universal: Oaxacan Teachers Battle Global Education Reforms. Politics and Policy, 47(1), 152-177.
Quan, T., Bracho, C., Wilkerson, M., & Clark, M. (2019). Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies, 41(4-5), 218-251.
Cisneros, J. and Bracho, C. (2019). Undocuqueer Stress: How ‘safe’ are safe spaces, and for whom? Journal of Homosexuality, 67(11), 1491-1511.
Cisneros, J. and Bracho, C. (2018). Coming out of the Shadows and Closet: Visibility Schemas Among Undocuqueer Immigrants. Journal of Homosexuality, 66(6), 715-734.
Smith, C. and Bracho, C. (2018). “Friendly Resistance: Narratives from a Preservice Teacher of Color Navigating Diversity Courses.” Educational Studies, 55(2), 139-159.
