Teaching ThroughTestimonio:Accessing Community Cultural Wealth in School

Diverse Perspectives on Transition to Adulthood Among Families: A Qualitative Exploration

“…One way to do this is by turning to frameworks that emphasize the strength and diversity of historically marginalized families. Community cultural wealth (Yosso, 2005) is an intersectional and asset-based framework for centering discourses and practices traditionally left out of dominant narratives (DeNicolo et al, 2015).…”

“…To address the need for more robust information regarding the experiences of historically marginalized families with Parent Centers, this study seeks to understand the contextualized and nuanced utilization of a local PTI by historically marginalized families. This study is grounded by community cultural wealth (Yosso, 2005), an intersectional and asset-based framework for centering discourses and practices traditionally left out of dominant narratives (DeNicolo et al, 2015). By using community cultural wealth as a lens for understanding the family participants in this study, we were able to conceptualize family engagement beyond professionalized notions to more deeply understand the unique processes families undergo during transition that incorporates their complex and contextually situated values and practices.…”

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants

“…She explores the ways in which young bilingual and multilingual students construct their own identities through narratives both within and across settings and highlights the need to create spaces in which language (mis)alignments are acknowledged, repositioned at the center of the curriculum, and positively reframed. DeNicolo, González, Morales, and Romani (2015) attempt to counter deficit notions of Latinx students, families, and communities by illuminating the powerful ways that students utilize various forms of community cultural wealth (Yosso, 2005)—this entails challenging directly the racist assumptions about Spanish being of lesser value than English and Latinx students being less academically capable than their White, monolingual English-speaking counterparts.…”

"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

“…In this critical race autoethnography, I draw on the Latina/o Critical Race Theory (LatCrit) methodology of testimonio (Pour-Khorshid, 2016;Yosso, 2005;DeNicolo & González, 2015) as well as the Critical Race Theory (CRT) approach of storytelling as a form of resistance (Dixson & Rousseau, 2006;Sánchez & Sáenz, 2017). I use my voice as a person from a historically oppressed group to challenge and counteract the stories of the immigration master narrative (Huber, 2009;Kholi, 2014;Ladson-Billings, 2000).…”

“…According to Denzin, however, qualitative inquiry must engage and provide a voice to the silenced and marginalized (2016). The storytelling principle of CRT recognizes people of color as holders and creators of knowledge, not merely as subjects (Delgado Bernal, 2002;DeNicolo, González, Morales, & Romaní, 2015). Although ethnographic in methodology, this study is analytic (Atkinson, 2006) My Testimonio I am a former bilingual education teacher from inner-city Los Angeles (Pico-Union), which is also where I was born and attended K-12 public schools.…”