Applying Refusal within Alternative Breaks: Relational Praxis for Student Affairs

Alternative Breaks (ABs) allow students to connect with diversity and social justice; however, mainstream literature centers the experiences of white students in ABs. This article focuses on an identity-affiliated AB for Latine(x) students attending a PWI in Utah and shares their journey through plática methodology where they draw from the logic of refusal to demonstrate how Latine(x) students and educators created a radical and relational praxis from their experience.