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Testimonios of Teaching from Four Latina First-Year Teachers

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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
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  Data: Testimonios of Teaching from Four Latina First-Year Teachers
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  Data: 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
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Faculty%22">Women Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink>
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  Data: 10.1080/13613324.2022.2154332
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  Data: 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.
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        Value: 10.1080/13613324.2022.2154332
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        PageCount: 17
        StartPage: 19
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      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Women Faculty
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Personal Narratives
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Bilingual Education
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      – SubjectFull: Cultural Awareness
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      – TitleFull: Testimonios of Teaching from Four Latina First-Year Teachers
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              Y: 2025
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