Yvette Regalado, Ph.D., an alumna of the Developmental Education doctoral program at Texas State University, received third place in the 2025 Outstanding Dissertation Award from the American Association of Hispanics in Higher Education, Inc (AAHHE), for her dissertation in May 2024. The award recognizes Latinx doctoral research that is creative, innovative, and methodologically sound, with the goal of impacting Latinx communities in a meaningful way.
Her dissertation, Pedagogy del Corazón: Investigating Cultural and Community Practices Embedded in IRW Courses Using the Methodology of Counterstory, explores how Practitioners of Color (POC) enact "cariño" (care) and insert restorative literacies or cultural and community practices in community college integrated reading and writing (IRW) classrooms to create a safe counterspace for Students of Color (SOC). She sought to illuminate the lived experiences of POC in Texas who teach SOC how to combat systemic racism and the deficit narratives.
“Receiving this award is an incredible honor,” Regalado said. “It affirms that my work, centered on restorative literacies and cariño pedagogy, has significance beyond the classroom. To know that a national organization sees the value of research rooted in community love, healing, and justice means everything.”
Regalado’s research centers on advancing restorative literacies through frameworks such as cariño pedagogy, culturally sustaining pedagogy, Indigenous Xinachtli pedagogy, and counter-storytelling.
“At the heart of it all, my work asks, what does it mean to teach literacy in ways that honor students’ identities, languages, and communities?” Regalado said. “And just as important, in what ways can literacy create healing in the classroom for students whose voices have historically been marginalized or silenced?”
She calls attention to the current educational landscape, emphasizing that debates about curriculum and pedagogy frequently overlook the voice of the student. Her work, alternatively, foregrounds love, care, and cultural responsiveness as tools for literacy instruction, particularly for students from diverse backgrounds.
While Regalado's interest stems from her experiences as a reading specialist, dyslexia coordinator, and adjunct professor teaching community college students, she resonates most with her time advising middle school students with dyslexia. With her experience as a Xicana, indigenous Latina, and dyslexic educator, Regalado said she knows firsthand how important literacy is when students feel seen in both K-12 and postsecondary classrooms.
"I remember telling my middle school students with dyslexia, 'I have dyslexia, and I’m going to get my Ph.D. If I can do that, you can do anything you put your mind to,'" Regalado said.
During her undergraduate studies at the University of Texas at San Antonio, Regalado received her B.A. in interdisciplinary studies and later earned her M.A. in advanced literacy instruction from Concordia University of Austin. Following her academic journey, Regalado is currently the co-director of the San Antonio Writing Project at the University of Texas at San Antonio.
Among her awards and accolades are:
- 2024-2026 Cultivating New Voices Among Scholars of Color Fellow
- 2024-2026 Institute for Teachers of Color Committed to Racial Justice Fellow
- 2024 Cynthia L. Peterson Outstanding JCRL Article Award
Regalado advises students to always apply for external awards, saying they are more than recognition, as they are an opportunity to reflect on one's journey and achievements.
“Even if you don’t win, the process helps you clarify your purpose and practice advocating for your work,” Regalado said. “And if you do win, it opens doors not just for you, but for others who see themselves in your story.”
She hopes to write a book that combines her research, personal journey, and classroom experiences to reach educators who want to teach from a place of love, justice, and cultural joy and restoration. Eventually, she would want educators at all levels to be able to integrate healing-centered, restorative literacy practices into their teachings.
“My hope is that my work not only lives in journals but also lives in classrooms and in the hearts of teachers doing this work every day,” Regalado said.