Journal of Latino/Latin American Studies 2013, 5(3), 181-187 Cultivando la Siguiente Generación: Future Directions in Chicana/Latina Feminist Pedagogies Patricia Sánchez University of Texas at San Antonio Lucila D. Ek University of Texas at San Antonio Building on the rich body of work by Chicana/Latina feminists, this essay identifies future directions for scholarship on Chicana/Latina feminist pedagogies. The growing Chicana/o and Latina/o population in the United States demands more attention be paid to the heterogeneity of Latina/o educación, mothering, and transnational experiences. Technology intersects with these everyday practices, and thus how digital practices and social media influence Chicana/Latina feminisms, activism, social movements, and epistemologies must also be examined. We also highlight the importance of building on emerging work on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues and on spiritualities that can be resources for healing and for transforming the negative consequences of educational inequalities. Keywords: Chicana/Latina, Feminisms, Identity, Pedagogy, Education ...we’re afraid the other will think we’re agringadas because we don’t speak Chicano Spanish. We oppress each other trying to out- Chicano each other, vying to be “real” Chicanas, to speak like Chicanos. There is no one Chicano language just as there is no one Chicano experience. ― Gloria E. Anzaldúa (How to Tame a Wild Tongue, 1987) As Chicana/Latina teacher educators, we felt compelled to begin this collaborative essay with the above quote from Gloria Anzaldúa. It is a disclaimer of sorts for what we present to you, the reader, in this document. The directions we foresee for Chicana/Latina feminist education is not the “one” Chicana/Latina perspective on this matter; instead we see the following observations as a starting point for a dialogue with other colegas, students, and community members on this important topic. In this collaborative essay, we discuss five areas that we believe to be potential directions because they either already have a growing body of literature or because they are pressing issues with a budding academic presence. These areas are the growing American Latina/o population; technology and social media; social movements in the wake of oppressive structures; lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues; and healing and spirituality. Although this list is not exhaustive, it does represent a portrait of work being done at this precise moment that has captured our attention as Chicana/Latina academics. But before we share our five potential future directions, we want to ground these statements by providing readers with a bit about ourselves and our experiences. Sánchez is a second-generation working-class immigrant whose parents are both from Chihuahua, Mexico. She was born and raised along the U.S.-Mexico border in El Paso, Texas. Patricia Sánchez is an associate professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. Her research utilizes a sociocultural lens to examine issues related to globalization, transnationalism, Latina/o immigrant students and families, teacher preparation, and critical research methodologies. Dr. Sánchez has also published in such journals as The Urban Review, Linguistics and Education, the High School Journal, International Multilingual Research Journal, Urban Education, and the Berkeley Review of Education. Lucila D. Ek is an associate professor in Bicultural-Bilingual Studies at the University of Texas at San Antonio. She received her Ph.D. in Urban Education from the University of California, Los Angeles. Her research focuses on language socialization, bilingualism, literacy/biliteracy, bilingual education, bilingual teacher preparation, and Chican@/Latin@ education. Her work has been published in Anthropology & Education Quarterly, Bilingual Research Journal, International Multilingual Research Journal, Urban Review, and High School Journal. Send correspondence to patricia.sanchez@utsa.edu