ABSTRACT
This chapter argues that place is foundational to processes and consequences of racialization, yet “the where” is often missing in race-centered research, especially in the discipline of education. This chapter delves into the author's formal and transdisciplinary training in Critical Race, feminist, and spatial theories in educational research and juxtaposes this training with her rural Latinx im/migrant farm working community's daily experiences with racialization in California's San Joaquin Valley. Centering “the where” in conceptualizations of race and racialization became paramount to the author as she witnessed and experienced a particular type of “othering” in her rural community that was distinct from the “othering” that took shape in urban landscapes. Her farm working community's lived experiences, particularly the research study that she conducted with rural Latinx youth about racialization, further underscore the significance of place in shaping racialized peoples’ identities, experiences, and educational opportunities. This chapter concludes by drawing on rural Latinx youth's theorizations of racialization to advance educational research, policy, and practice that is attentive to place and considerate of the racialized peoples and knowledge integral to those places.
