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PurposeReplicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness.Design/methodology/approachHSIs will continue to struggle in fulfilling their mission, especially given the fast-growing Latina/e/o/x populations in the United States (US). A major challenge all HSIs face is the contrasting demographics between the student population, the faculty and staff and the administration – with HSI administrations consistently being predominantly White.FindingsHence, in this piece the authors shed light on the important work the authors have done these last two years through collaborative efforts to transform the institution and center servingness. Judith as the Interim Director of Chicano Programs, and Linda as the inaugural Vice President for equity, inclusion and diversity.Originality/valueHerein, the authors now share about the genre of testimonio as a decolonial methodology and about the experiences in our work as we attempt to decolonize the praxis at an HSI.

This contribution to a special journal issue, Citizenship Surveillance of La Gente: Citizenship Theory, Practice, & Cultural Citizen Voices, asks how Latinas/os -- across generations & across a range of citizenship/residency status -- construct, negotiate, & contest their cultural citizenship. To seek an answer, this essay draws on data from Adelante: A College Awareness & Preparatory Partnership formed in spring 2005 in Salt Lake City, UT. Interview & participant observation data from samples of transnational Latina/o kindergarteners, parents, & university students are analyzed, using theoretical perspectives, to explore the complexities & tensions surrounding legal & cultural citizenship across generations. Focus is on how the daily cultural practices of the participants change the meaning of citizen. The authors view the participants as political subjects who contribute to society &, in return, claim rights for themselves. Their narratives express their concerns over their educational rights, sense of belonging, & cultural identities. References. S. Stanton