Resistance Testimonios for Reclaiming Teaching Instruction and Assessment Practices: Holistic Narratives of Bilingual Latinx Youths' Knowledge Through Long-Term Relationships.
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| Title: | Resistance Testimonios for Reclaiming Teaching Instruction and Assessment Practices: Holistic Narratives of Bilingual Latinx Youths' Knowledge Through Long-Term Relationships. |
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| Authors: | Abril-Gonzalez, Paty1 (AUTHOR) abrilgon@austin.utexas.edu |
| Source: | Journal of Latinos & Education. Jun-Aug2024, Vol. 23 Issue 3, p1151-1172. 22p. |
| Subject Terms: | *Hispanic American students, *Elementary school teachers, *Bilingual students, Hispanic American youth, Feminism |
| Abstract: | This study, informed by Chicana Feminist frameworks, explores bilingual Latinx students' resistance testimonios pertaining to instruction and assessment. These testimonios transpired through pláticas [familiar gatherings] between adolescent youth and the author, also their former elementary school teacher. This study is contextualized within historical and current ways white supremacy impacts education for bilingual Latinx students. Reviews of the literature show how standardized testing does not always capture a full narrative of bilingual Latinx students' knowledge. While educators cannot dismantle all the limited ways of assessing students at once, this article adds to the scholarship on how teachers can build long-term relationships to mend these sources of harms. The past relationship, between the students and the author, helped establish plática spaces, where they collectively reflected on the ways instructional and assessment practices hurt or dismissed their communities. In the pláticas, students enriched their sociopolitical consciousness by pushing and pulling each other to share their lives. Assembling their collective testimonios reveals alternatives to understanding what bilingual Latinx students know. Remembering with, listening to, and assembling students' testimonios collectively over time offers how educators might build longer lasting and broader relationships, for a broader, more expansive holistic understanding of Latinx students' experiences in school. Educators must collaborate together, as there is a critical opportunity for reclaiming instructiom and assessment practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177456730 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Resistance Testimonios for Reclaiming Teaching Instruction and Assessment Practices: Holistic Narratives of Bilingual Latinx Youths' Knowledge Through Long-Term Relationships. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Abril-Gonzalez%2C+Paty%22">Abril-Gonzalez, Paty</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> abrilgon@austin.utexas.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Latinos+%26+Education%22">Journal of Latinos & Education</searchLink>. Jun-Aug2024, Vol. 23 Issue 3, p1151-1172. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Hispanic+American+students%22">Hispanic American students</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+youth%22">Hispanic American youth</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study, informed by Chicana Feminist frameworks, explores bilingual Latinx students' resistance testimonios pertaining to instruction and assessment. These testimonios transpired through pláticas [familiar gatherings] between adolescent youth and the author, also their former elementary school teacher. This study is contextualized within historical and current ways white supremacy impacts education for bilingual Latinx students. Reviews of the literature show how standardized testing does not always capture a full narrative of bilingual Latinx students' knowledge. While educators cannot dismantle all the limited ways of assessing students at once, this article adds to the scholarship on how teachers can build long-term relationships to mend these sources of harms. The past relationship, between the students and the author, helped establish plática spaces, where they collectively reflected on the ways instructional and assessment practices hurt or dismissed their communities. In the pláticas, students enriched their sociopolitical consciousness by pushing and pulling each other to share their lives. Assembling their collective testimonios reveals alternatives to understanding what bilingual Latinx students know. Remembering with, listening to, and assembling students' testimonios collectively over time offers how educators might build longer lasting and broader relationships, for a broader, more expansive holistic understanding of Latinx students' experiences in school. Educators must collaborate together, as there is a critical opportunity for reclaiming instructiom and assessment practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177456730 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15348431.2023.2256868 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1151 Subjects: – SubjectFull: Hispanic American students Type: general – SubjectFull: Elementary school teachers Type: general – SubjectFull: Bilingual students Type: general – SubjectFull: Hispanic American youth Type: general – SubjectFull: Feminism Type: general Titles: – TitleFull: Resistance Testimonios for Reclaiming Teaching Instruction and Assessment Practices: Holistic Narratives of Bilingual Latinx Youths' Knowledge Through Long-Term Relationships. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Abril-Gonzalez, Paty IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun-Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15348431 Numbering: – Type: volume Value: 23 – Type: issue Value: 3 Titles: – TitleFull: Journal of Latinos & Education Type: main |
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