A Collective of Gifted Latiné Voices: An Auto-Testimonio Project by Voces Valientes Collective.
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| Title: | A Collective of Gifted Latiné Voices: An Auto-Testimonio Project by Voces Valientes Collective. |
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| Authors: | Fernández Morgado, Alejandra Amaris1,2 (AUTHOR) lotg.alejandra@gmail.com, Moreno, Sofía C.3 (AUTHOR), Blandón, Felipe A.2 (AUTHOR), Morgado, Marcia I.4 (AUTHOR), Sullivan, Harlem3 (AUTHOR), Blandón, Amanda G.5 (AUTHOR) |
| Source: | Journal of Advanced Academics. Aug2026, Vol. 37 Issue 3, p620-651. 32p. |
| Subject Terms: | *Gifted & talented education, *Culture conflict, *Multilingual education, *Educational equalization, *Code switching (Linguistics), Critical race theory, Autoethnography |
| Abstract: | This study presents a collective of auto-testimonios authored by multilingual, multicultural, and multiply marginalized (M4) individuals who self-identify or were identified as gifted, twice/thrice-exceptional, and/or Spanish-first-language speakers. Framed by Gifted Critical Race Theory, Latino/a/x/é Critical Race Theory, and Anzaldúa's Borderlands, the inquiry centers the voices of M4 individuals navigating gifted education through systemic exclusion, cultural mismatch, and linguistic resistance. Co-authors engage in collaborative truth-making, rejecting traditional researcher/participant binaries. Translanguaging is intentionally embraced, affirming Spanish as an equal academic language. Auto-testimonios serve as both data and praxis, illuminating the emotional labor of navigating elite educational spaces and the resilience required to persist. Findings urge reimagining gifted education through justice-centered, culturally sustaining frameworks and call for shifts in policy, practice, and research to better serve M4 learners. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study presents a collective of auto-testimonios authored by multilingual, multicultural, and multiply marginalized (M4) individuals who self-identify or were identified as gifted, twice/thrice-exceptional, and/or Spanish-first-language speakers. Framed by Gifted Critical Race Theory, Latino/a/x/é Critical Race Theory, and Anzaldúa's Borderlands, the inquiry centers the voices of M4 individuals navigating gifted education through systemic exclusion, cultural mismatch, and linguistic resistance. Co-authors engage in collaborative truth-making, rejecting traditional researcher/participant binaries. Translanguaging is intentionally embraced, affirming Spanish as an equal academic language. Auto-testimonios serve as both data and praxis, illuminating the emotional labor of navigating elite educational spaces and the resilience required to persist. Findings urge reimagining gifted education through justice-centered, culturally sustaining frameworks and call for shifts in policy, practice, and research to better serve M4 learners. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X261428286 |
