ERIC Number: EJ975009
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 44
Pedagogies from "Nepantla": "Testimonio," Chicana/Latina Feminisms and Teacher Education Classrooms
Prieto, Linda; Villenas, Sofia A.
Equity & Excellence in Education, v45 n3 p411-429 2012
This article describes a process of testimonial co-creation between two teacher educators. We created "testimonios" in dialogue to examine who we are, how we "know," and how we teach as Chicana/Latina educators of prospective teachers in predominantly white institutions (PWIs). An active exploration of our lived experiences growing up as racialized, gendered, and classed Chicanas/Latinas reveal both "the theory of our practice and the practice of our theory" (Latina Feminist Group, 2001, p. 19). As teacher educators engaged in contradictory and transformative ways of knowing, teaching, and learning, our "testimonios" revealed fruitful tensions for mining the liminal and relational moments across difference and privilege with our prospective teachers. We develop the themes of cultural dissonance, "conciencia con compromiso" (consciousness with commitment) and "carino" (authentic care) as Chicana feminist pedagogies. We close by sharing how Latina/Chicana feminist "testimonios" articulate nepantla--a space of frustration, discomfort, and always improvised visionary modes of teaching and learning.
Descriptors: Preservice Teacher Education, Feminism, Teacher Educators, Hispanic Americans, Teaching Methods, Whites, Institutional Characteristics, Teacher Attitudes, College Faculty, Caring, Personal Narratives, Learning Processes, Cultural Differences
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A