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Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association ...
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Abstract:
This dissertation examines the process of identity and agency construction of bilingual teachers by exploring the experiences of three activist maestras involved in a teachers’ association in a right-to-work state. I draw on a postpositivist perspective (Moya, 2002; Hames-Garcia, 2011) and LatCrit (Delgado Bernal, 1989, 2002; Solórzano, 1997; Solórzano & Delgado Bernal, 2001) to highlight the knowledge we gain from exploring individuals’ unique experiences. I frame my inquiry through theoretical frameworks that accentuate lived experiences of Chicana teachers – culturally responsive teaching (Valenzuela, 2016; Ayers and Kumashiro, 2015), funds of knowledge (Moll, Amanti, Neff & Gónzalez, 2001), and lived critical literacy curriculum (Vasquez, 2003, 2010, 2012). My study demonstrates the ways in which activist Chicana activist maestras find non-traditional ways of integrating pedagogical practices to meet the needs of culturally and linguistically diverse Latinx students and how their pedagogical ...
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Keyword:
Activist; Agency; Chicana; Identity; Teacher
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URL: https://repositories.lib.utexas.edu/handle/2152/75986
https://dx.doi.org/10.26153/tsw/3085
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