“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Cristina Sofía Barriot, Grace Cornell Gonzales
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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.
"Nepantla是一个像海洋一样的地方":双语教师通过多模态和人工见证探索自身身份
有色人种双语教师在形成混合教师身份的过程中,要在许多中间空间中穿梭;奇卡娜女权主义学者将这些文化意识形态、价值观和信仰之间的十字路口称为 nepantla 空间。在这项定性案例研究中,我们分析了来自两批多语教育工作者中的 31 名教师的工作,他们参加了暑期双语认可课程和随后的双语教师入职会议。这些教师被认定为拉丁裔、亚裔/亚裔美国人、土著美国人或多种族,并在西班牙语、越南语、普通话、日语和英语教学环境中任教。作为课程讲师和入职培训促进者,我们让参与者参与了一系列多模态和人工见证会,并以多模态和人工见证会、课程作业、访谈和见证会录像的形式收集数据。通过将奇卡娜女权主义者关于见证和 nepantla 的概念与多模态和人工制品文学的理论相结合,我们对参与者的见证进行了分析,发现他们利用图像、声音、视频和人工制品来发掘自己的历史;建立有弹性的 nepantleras 身份;并表达与学生的联系和团结,为他们现在和未来的教学实践提供信息。这项研究表明,研究人员和教师教育者有可能利用混合扫盲实践,如多模态和人工见证,同时为多语种有色人种教师创造促进身份探索和发展的空间。值得注意的是,这种多语种教师身份的发展使他们能够与多语种学生建立联系和团结,教师们认为这对塑造他们的教学和宣传承诺至关重要。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
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
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