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Autor/inn/enSosa-Provencio, Mia Angélica; Sheahan, Annmarie; Fuentes, Rayanna; Muñiz, Simona; Prada Vivas, Rosa Elena
TitelReclaiming Ourselves through "Testimonio" Pedagogy: Reflections on a Curriculum Design Lab in Teacher Education
QuelleIn: Race, Ethnicity and Education, 22 (2019) 2, S.211-230 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1361-3324
DOI10.1080/13613324.2017.1376637
SchlagwörterTeacher Education Programs; Hispanic American Students; Hispanic Americans; Minority Group Teachers; Preservice Teachers; Teacher Educators; Resistance (Psychology); Resilience (Psychology); Teacher Characteristics; Student Characteristics; Cultural Influences; Ethnicity; Equal Education; Elementary Secondary Education; Story Telling; New Mexico
AbstractThis article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio's collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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