“And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria

“I Try to Read to Them in Both Languages”: Bilingual Maestras’ Enactment and Embodiment of Critical Biliteracies Through Bilanguaging Love

“…Additionally, the BPSTs’ ruminations illuminated how their languages and alternative ways of knowing literacy were not privileged in school—emphasizing the stratification and power differentials embedded within schooled literacy practices—that they could then distinguish, critique, and disrupt (Harvey-Torres & Degollado, 2021). Scholars have agreed that epistemic knowledge of BPSTs should be the font from which they envision their bilingual and biliteracy practices (Bustos Flores, 2001; Harvey-Torres et al, 2022). In short, the ways of knowing and being for BPSTs are often excluded from official schooling, a practice that privileges whiteness to the detriment of the knowledges and literacies being developed in the homes and communities of BPSTs.…”

“…These studies determined that by storytelling about and reflection of their BPST biliteracy journeys, these teachers were able to recognize the richness of their lived experiences and the role they played in developing their biliteracy. Additionally, the BPSTs' ruminations illuminated how their languages and alternative ways of knowing literacy were not privileged in school-emphasizing the stratification and power differentials embedded within schooled literacy practices-that they could then distinguish, critique, and disrupt (Harvey-Torres & Degollado, 2021). Scholars have agreed that epistemic knowledge of BPSTs should be the font from which they envision their bilingual and biliteracy practices (Bustos Flores, 2001;Harvey-Torres et al, 2022).…”