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Minerva S. Chávez 《Journal of Latinos & Education》2015,14(4):336-344
This autoethnography posits that my presence as a working-class Chicana obtaining an education in the United States consequently created a Thirdspace environment I recognize as Nepantla. Thirdspace allowed me to navigate urban schooling and elite institutions of higher education. Two narratives demonstrate opposing forms of acquired dominant and nondominant forms of cultural capital to interrogate the value of Thirdspace when considering unique knowledge generated by an insider along the margins. This article articulates that strategic construction of bridges into Nepantla may assist Latino students to successfully navigate the schooling experience and offer the potential to reframe educational discourse. 相似文献
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Carmen M. Martínez-Roldán Sandra Quiñones 《Journal of Language, Identity & Education》2016,15(3):151-164
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain a deeper understanding of experiences involving the learning and use of English that influence our academic careers. We theorize our experiences as resisting erasure and contribute to Latina epistemology scholarship and critical educational research about Puerto Ricans in the United States. Moreover, we forward the concept of funds of knowledge as a professional practice. Telling our stories and developing mentoring networks is necessary for our individual and collective functioning and well-being as scholars; it cultivates solidarity as a means of thriving in the academy. 相似文献
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Nicola Goc 《Media History》2013,19(3):322-336
In 1941 Australian tabloid journalist Dorothy Gordon Jenner was caught up in the Japanese siege of Hong Kong and was incarcerated in the Stanley Internment Camp. During her internment Jenner kept a clandestine record of daily life written in pencil on Bronco brand toilet paper and kept hidden in the heels of her shoes. To date her fragmented diary and notes have defied analysis. This paper provides a reading of Jenner's personal wartime testimonio through the frame of tabloid journalism to expose how the tabloid genre—Jenner's stock-in-trade as a journalist before the war—became the framework for her personal testimony during World War II. By interpreting Jenner's private diary and notes as testimonio journalism this paper exposes the flow of the tabloid vernacular style of journalism between private and public discourses. 相似文献
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Sofia A. Villenas 《International journal of qualitative studies in education》2019,32(2):151-166
This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/small city community that moved with intention to teach and learn racial justice. While larger concrete goals were crucial and at the center of the community’s curriculum for justice, the various sites and forms of race-conscious pedagogy in public life—community forums, vigils, celebrations, mural projects—were also enactments of a profound commitment to the relational, to finding common ground in difficult solidarities. With a focus on the testimonios of three women of Color participants in the Speak Out, I show how witnessing and testimonio were at the center of pedagogies of ‘being with.’ In this work of education, the women (1) redefined community, accountability, and ally work, (2) exposed the fissures in social justice organizing across difference, describing commitment to social action with rather than for those most affected by institutional violence, and (3) affirmed the knowledge, histories, and self-determination of people of Color while challenging self-defeating stereotypes. Critical love sustained an ethics of openness to difference and facilitated the intentional work of creating race-conscious learning communities. 相似文献
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Jennifer Farley Katherine Richardson Bruna Dawn Martinez Oropeza Yesenia Ayala 《Journal of Latinos & Education》2019,18(1):81-89
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergent critical consciousness led to the program’s continuation and expansion the following school year. 相似文献
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Mia Angélica Sosa-Provencio 《Journal of Latinos & Education》2016,15(4):303-319
This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care and Testimonios of struggle and survival informing curriculum and pedagogy of one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work is part of a larger ethnographic study conducted through multiple methods. Findings here reveal Diana’s Ethic of Care, a (re)framing of social justice revolution/Revolución at the intersection of race, class, gender, language, and immigration status. As Diana (re)constructs and (re)claims her Mexican/Mexican-American identity, she likewise endeavors toward her students’ dignity and academic access. Findings have curricular, pedagogical implications for all educators serving marginalized youth and youth of color. 相似文献
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James C. Jupp Freyca Calderón Berumen Karla O’Donald 《Journal of Latinos & Education》2018,17(1):18-37
Through our understanding of decolonizing Hispanophone curriculum, our synoptic rendering seeks to better situate US-based research on testimonio within Latin American literary traditions. Specifically, we provide a synoptic rendering that outlines the testimonio tradition’s literary criticism and an analysis of key testimonio texts. Of particular emphasis in our analysis, we provide representations from Latin American testimonio traditions’ sociological, journalistic, fictionalized, and poetic dimensions. Our synoptic rendering concludes with implications for the advancement of testimonio traditions in education research with emphasis on testimonio resources for Latin@ graduate students. 相似文献
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Christina Passos DeNicolo Mónica González Socorro Morales Laura Romaní 《Journal of Latinos & Education》2015,14(4):228-243
Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom. 相似文献
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