Collaborative Corridos: Ballads of Unity and Justice

As the movement for ethnic studies courses in K-12 schools continues to grow across the United States (Buenavista, 2016; Weston Phippen, 2015),¹ limited qualitative research exists about the curricular nature of courses and the writing involved in these classroom spaces (de los Ríos, 2017). Even less is understood about the experiences of bilinguals and emergent bilinguals in these classroom spaces where state-mandated policies and high-stakes testing are not as critical, and thus aff ord teachers greater autonomy in their language and literacy pedagogies (de los Ríos, 2018). In some of our previous collaborative work (de los Ríos & Seltzer, 2017; Seltzer