Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education |
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Authors: | Mia Angélica Sosa-Provencio Annmarie Sheahan Rayanna Fuentes Simona Muñiz Rosa Elena Prada Vivas |
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Institution: | 1. Department of Teacher Education Educational Leadership and Policy, University of New Mexico, Albuquerque, NM, USA;2. Department of Language Literacy and Sociocultural Studies, University of New Mexico, Albuquerque, NM, USA |
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Abstract: | This 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. |
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Keywords: | Latina/Chicana feminist testimonio pedagogy teacher education social justice emancipatory curriculum and pedagogy endarkened epistemology theory in the flesh Chicana/o Mexican/Mexican-American hispanic |
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