Testimonios of Teaching from Four Latina First-Year Teachers
Saved in:
| Title: | Testimonios of Teaching from Four Latina First-Year Teachers |
|---|---|
| Language: | English |
| Authors: | Teresa Sosa |
| Source: | Race, Ethnicity and Education. 2025 28(1):19-35. |
| Availability: | Routledge. 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 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Hispanic Americans, Minority Group Teachers, Beginning Teachers, Teaching Conditions, Racism, Females, Women Faculty, Social Justice, Personal Narratives, Hispanic American Students, Culturally Relevant Education, Bilingual Education, Cultural Awareness |
| DOI: | 10.1080/13613324.2022.2154332 |
| ISSN: | 1361-3324 1470-109X |
| Abstract: | In 2020, first year teachers entered a school system that continued to emphasize policies, measures, and curriculum that support racism and social injustice. But first year teachers also entered at a time when there was renewed interest in openly pushing issues of race, oppression and violence into the forefront. I write about the lived experiences of four Latina teachers that were co-constructed as testimonios through dialogue and conversation. This work centers their voices as their tellings are fundamental to our understanding of the challenges in schools. For these teachers, blaring inconsistencies between their social justice endeavors and what they experienced were made clear and their classrooms became sites of contestation towards realizing teaching as it should be. Their work is situated in schools as focal places that reflect inequitable macro spaces and, at the same time, serve as places to resist subjugation and generate openings of alternate possibilities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454847 |
| Database: | ERIC |
| Abstract: | In 2020, first year teachers entered a school system that continued to emphasize policies, measures, and curriculum that support racism and social injustice. But first year teachers also entered at a time when there was renewed interest in openly pushing issues of race, oppression and violence into the forefront. I write about the lived experiences of four Latina teachers that were co-constructed as testimonios through dialogue and conversation. This work centers their voices as their tellings are fundamental to our understanding of the challenges in schools. For these teachers, blaring inconsistencies between their social justice endeavors and what they experienced were made clear and their classrooms became sites of contestation towards realizing teaching as it should be. Their work is situated in schools as focal places that reflect inequitable macro spaces and, at the same time, serve as places to resist subjugation and generate openings of alternate possibilities. |
|---|---|
| ISSN: | 1361-3324 1470-109X |
| DOI: | 10.1080/13613324.2022.2154332 |
