Anna Ríos-Rojas grew up in the diasporic space located in between San Francisco, California and Costa Rica. As an anthropologist of education, her ethnographic research takes up questions related to the (bio)politics of belonging, citizenship, and nationalisms as these are encountered and negotiated by transnational youth in Spain, Costa Rica and beyond. Her work has appeared in Harvard Educational Review and Anthropology & Education Quarterly.
As a scholar and educator, Anna's ethnographic sensibilities have been attuned to the ways that allegiances to Empire and nationhood structure the lived worlds of im/migrant youth. Understanding the power of resistance and movement that can emerge in even the tightest of spaces, her work is also always attentive to the important critiques of empire offered up by youth and how these counter-narrative might help to revise normative notions of belonging and citizenship being reproduced in schools and society.
She is currently working on a new ethnographic study with Nicaraguan youth in Costa Rica that explores the creative ways that immigrant youth navigate questions of conditional belonging and the politics of nation in the Costa Rican imaginary. Anna's other scholarly projects engage with Women of Color/Latina feminist epistemologies/pedagogies and the role of artistic activism within education.
Refereed Journal Articles:
Ríos-Rojas, A. (2018). Conditional Citizens, Suspect Subjects: Producing "Illegality” and Policing Citizens in a Citizenship Education Classroom in Spain, Curriculum Inquiry.
Abu-El Haj, T., Ríos-Rojas, A., & Jaffe-Walter, R. (2017). Whose Race Problem? Tracking Patterns of Racial Denial in U.S. and European Educational Discourses on Muslim Youth, Curriculum Inquiry.
Ríos-Rojas, A. (2014). Conditional Belonging: Negotiating the Politics of Belonging and “Diversity” Catalonian Institut. Anthropology and Education Quarterly 45 (1): 2-21.
Ríos-Rojas, A. (2011) Beyond Delinquent Citizenships: Youth’s (Re)Visions of Citizenship in a Globalized World. Harvard Educational Review 81(1): 64-94.
Gibson, M. A., & Ríos-Rojas, A. (2006) Globalization, Immigration, and the Education of New” Immigrants in the 21st Century. Current Issues in Comparative Education 9(1): 69-75.
Gibson, M. A., Carrasco, S., Pàmies, J., Ponferrada, M., & Ríos-Rojas, A. (2013).“Different Systems, Similar Results: Immigrant Youth at School in California and Catalonia.” In Richard Alba & Jennifer Holdaway (Eds.), The Children of Immigrants at School: A Comparative Look at Integration in the United States and Western Europe, NYU Press (pp. 84-119).
Ríos-Rojas, A. (2014). “The Diaspora Speaks Back: Youth of Migration Speaking Back toDiscourses of Power and Empire.” In Gilberto Conchas, Michael Gottfried, & Briana Hinga (Eds.), Inequality, Power, and School Success: Case Studies on Racial Disparity and Opportunity in Education. New York, Routledge Press (pp. 207-232).
Ríos-Rojas, A. (2014). “Mas Allá de la Pertencia Condiciónal: Jovenes Inmigrantes Navegando en Fronteras de la (No)Pertenencia en España.” In Ana Bravo-Moreno (Ed.), “Racialization, Etnicazión, Género y Clase en las Escuelas: Perspectivas Transdisciplinares en Contextos Internacionales”. Oxford: Peter Lang (pp. 119-137).