"I Felt Powerful": Imagining Re-Existence through an Embodied Fugitive Pedagogy for Mexican American/Latinx Teachers

Autor/in	Caldas, Blanca
Titel	"I Felt Powerful": Imagining Re-Existence through an Embodied Fugitive Pedagogy for Mexican American/Latinx Teachers
Quelle	In: Equity & Excellence in Education, 54 (2021) 2, S.136-151 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.1951628
Schlagwörter	Hispanic Americans; Mexican Americans; Minority Group Teachers; Bilingual Students; Preservice Teachers; Racial Bias; Ethnicity; Social Bias; Student Attitudes; Power Structure; Language of Instruction; Drama; Barriers; Advocacy; Student Rights; Teacher Role; Language Usage; Bilingual Education; Educational Resources; Spanish; Teacher Education; Cultural Awareness; Minority Group Students; Hispanic American Students; Teacher Education Programs + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Racial discrimination; Rassismus; Ethnizität; Schülerverhalten; Teaching language; Unterrichtssprache; Schauspiel; Sozialanwaltschaft; Lehrerrolle; Sprachgebrauch; Bilingual teaching; Bilingualer Unterricht; Bildungsmittel; Spanisch; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin
Abstract	This study shows how a cohort of 22 bilingual preservice teachers imagined "re-existence" through "fugitivity" by using embodiment as a decolonial pedagogy to contest linguistic, xenophobic, racist, and classist oppression at micro levels at schools. The participants dramatized their future selves in specific situations they feared to encounter, and conjured their desire to become agents of change and to escape from feelings of being overwhelmed and disempowered. The purposeful pedagogical shifts during the course (through the use of counterstories as legitimate texts, the centrality of the body through drama-based pedagogies, and the use of translanguaging as the language of instruction) facilitated the students' imagining and transforming traditional scripts and producing their own skits, which tackled compelling issues they might encounter, at schools pertaining to bilingual education. The four self-generated scripts created and performed in class portrayed the teacher advocate-protagonist in dialogue with peers, parents, and administrators defending the language rights of the students. The participants enacted their scripts, highlighting the role of the advocate teacher in action and supporting the use of multiple language practices, the implementation of additive bilingual programs, the increase of resources for better materials in Spanish, and the training of mainstream teachers to be linguistically and culturally responsive. The scripts showcased are examples of the crafting of participants' tactics to engage in "re-existence" to subvert dominant discourses and ideologies to provide equitable education for culturally and linguistically minoritized students and families and imagine other ways of being, feeling, teaching, and learning for excellence on their terms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01