{"title":"“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio","authors":"Cristina Sofía Barriot, Grace Cornell Gonzales","doi":"10.1002/rrq.557","DOIUrl":null,"url":null,"abstract":"Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of <jats:italic>nepantla.</jats:italic> In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English‐medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of <jats:italic>testimonio</jats:italic> and <jats:italic>nepantla</jats:italic> into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient <jats:italic>identidades nepantleras</jats:italic>; and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/rrq.557","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English‐medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of testimonio and nepantla into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient identidades nepantleras; and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.
期刊介绍:
For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning