Selected Articles

Cedillo, Christina V. #DisabilityTooWhite: On Erasure’s Material and Physical Dimensions.” Spark: A 4C4Equality Journal, vol. 4, 2022 Special Issue: “Liberation Happens When We All Get Free, or, Disability Justice Academia Isn’t,” Ada Hubrig, ed.,

Cedillo, Christina V. “#cripthevote: Disability Activism, Social Media, and the Campaign for Communal Visibility.” Reflections: A Journal of Community-Engaged Writing and Rhetoric, Summer 2021 Special Issue: “Activism and Academia in Community Work,” Jasmine Villa, Yndalecio Isaac Hinojosa, and Isabel Baca, eds. 

Cedillo, Christina V. “Unruly Borders, Bodies, and Blood: Mexican ‘Mongrels’ and the Eugenics of Empire.” Journal for the History of Rhetoric, vol. 24, no. 1, 2021. Special Issue: “Americas,” C. Olson, ed. Research & Scholarship Award winner, UHCL Center for Faculty Development, 2022.

With Cody A. Jackson. “We Are Here to Crip that Shit: Embodying Accountability Beyond the ‘Word.’” College Composition and Communication, vol. 72, no. 1, 2020. Symposium: Enacting a Culture of Access in Composition Studies, R. Osorio and A. Hubrig, eds.

With Sophia Maier, Jo Hsu, and Melanie Yergeau. “Get the Frac In: A (Trans)(crip)t Many-festo.” Peitho, special issue on Transgender Rhetorics, edited by GPat Patterson and K.J. Rawson, August 2020. 

Cedillo, Christina V. “Disabled and Undocumented: In/visibility at the Borders of Presence, Disclosure, and Nation.” Rhetoric Society Quarterly, vol. 50, no. 3, 2020, pp. 203-211. Special Issue: Disability, In/Visibility, and Resistance, K. Kennedy and J. Johnson, eds.,

Cedillo, Christina V., and Phil Bratta. “Relating Our Experiences: The Practice of Positionality Stories in Student-Centered Pedagogy.” College Composition and Communication, vol. 71, no. 2, 2019, pp. 215-240. Scholarship to Improve Higher Education Award winner, UHCL Center for Faculty Development, 2022.

Cedillo, Christina V. “What Does It Mean to Move?: Race, Disability, and Critical Embodiment Pedagogy.” Composition Forum, vol. 39, 2018.

Cedillo, Christina V. “Diversity, Technology, and Composition: Honoring Students’ Multimodal Home Places.Present Tense: A Journal of Rhetoric in Society, vol. 6, no. 2, 2017.

Selected Book Chapters

Cedillo, Christina V. “Smoke and Mirrors: Re-creating Material Relation(ship)s through Mexica Story.” Decolonial Conversations in Posthuman & New Material Rhetorics, D. M. Grant and J. Clary-Lemon, eds. 

Cedillo, Christina V. “Becoming “Gente Educada”: Navigating Academia as a Working-Class, Multiply-Marginalized Student.” Working-Class Rhetorics: A Reader, J. Beech and M. Guy, eds., Brill, 2021.

Cedillo, Christina V. “The Perils of the Public Professoriate: On Surveillance, Academic Freedom, and Identity-Avoidant Frameworks.” Privacy Matters: Conversations about Surveillance Within and Beyond the Classroom, E. Beck and L. Hutchinson, eds., Utah State University Press, 2021.

Cedillo, Christina V. “On Empathy, Anthropocentrism, and Rhetorical Tropes: An Analysis of Online ‘Save the Bees!’ Campaign Images.” Screening the Non/human: Animal Representations in Visual Media, edited by Amber E. George and J. L. Schatz, Lexington, 2016, pp. 185-199.

Edited Issues

Ersula Ore, Kimberly Wieser, and Christina V. Cedillo, eds. NCTE/CCCC Cross-Caucus Symposium: “Diversity Is Not Justice: Working toward Radical Transformation and Racial Equity in the Discipline.” CCC, vol. 72, no. 4, 2021, pp. 601–620.

Ersula Ore, Christina V. Cedillo, and Kimberley Wieser, eds. Composition Studies, vol. 49., no. 2, 2021.

Ersula Ore, Kimberly Wieser, and Christina V. Cedillo, eds. NCTE/CCCC Cross-Caucus Symposium: “Diversity is not Enough: Mentorship and Community-Building as Antiracist Praxis.” Rhetoric Review, vol. 40, no. 3, 2021, pp. 207–256.

In Progress

Cedillo, Christina V. “Nosotros no somos mitos del pasado ni del presente’: Ethos and/as Exigence in Latin American Indigenous Women’s Rhetorics.” Rhetorica in Motion II: Feminist Rhetorical Methods and Methodologies, Eileen E. Schell, K.J. Rawson, Abby Long, Curtis J. Jewell, Sidney Turner, and Gabriella Wilson., eds.

Cedillo, Christina V. “Re-mattering Rhetoric: Decolonial Approaches to Academic Online Publishing.” Decolonial Possibilities: Practices in the Discipline of Rhetoric and Writing, A. Riley-Mukavetz, R. Crane Bizzaro, and L. King, eds.

Cedillo, Christina V. “The Whitening of Disability: Racism, Ableism, and the Dehumanizing Rhetorics of Disability without Race/Race without Disability.” Ethnicity and Race in Communication Handbook, B. Calafell and S. Eguchi, eds.

Cedillo, Christina V. “Writing with Our Bodies: Recovering Pathos through Critical Embodiment Pedagogy.” Hopes & Anxieties about the Futures of Rhetoric and Composition, J. Juskiewicz and R. McCabe, eds.

Cedillo, Christina V. Embodying the Struggle: The Multimodal Rhetorics of Women of Color Activists. Drawing on critical race studies, women of color feminisms, and multimodal rhetorics, this monograph examines how Black, Latinx, and Indigenous women activists of the 20th and 21st centuries have engaged multimodal rhetorics to secure public platforms and promote social justice. (manuscript in progress)




Cedillo, Christina V. Review of Embodied Archive: Disability in Post-Revolutionary Mexican Cultural Production. Disability Studies Quarterly Community Blog.

Cedillo, Christina V. “(Inter-)Cultural Literacies: Towards Inclusive Writing Pedagogies and Practice.” Composition Studies, vol. 48, no. 3, 2020, pp. 132-139.


1) Cedillo, Christina V., Victor Del Hierro, Candace Epps-Robertson, Lisa Michelle King, Jessie Male, Staci Perryman-Clark, Andrea Riley-Mukavetz, and Amy Vidali. “Listening to Stories: Practicing Cultural Rhetorics Pedagogy.” Pedagogy blog, constellations: A Cultural Rhetorics Publishing Space 1, 2018,

2) Cedillo, Christina V., and Kimberli S. Covert. “On the Critical Importance of Ethnic Studies.” Literacy and NCTE, 2016,


Position Statements

1) Cedillo, Christina V., Alexandra Hidalgo, and Iris Ruiz. National Council of Teachers of English Position Statement in Support of Ethnic Studies Initiatives in K-12 Curricula. NCTE Approved October 2015,