Telling to Live

Acevedo, Luz del Alba; Alarcón, Norma; Alvarez, Celia; Behar, Ruth; Benmayor, Rina; Cantú, Norma E.; Filippis, Daisy Cocco De; Cuádraz, Gloria Holguín; Fiol-Matta, Liza; Flores-Ortiz, Yvette Gisele; Hernández‐Ávila, Inés; Morales, Aurora Levins; Lomas, Clara; López, Iris Ofelia; Quintanales, Mirtha N.; Rivero, Eliana; Souza, Caridad; Ζavella, Patricia

doi:10.2307/j.ctv116891w

Cited by 36 publications

(10 citation statements)

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“…This study examined the lived experiences as expressed in storytelling of six fronteriza bilingual maestras, who were born, raised, and educated in the borderlands, where they now teach. Methodologies such as counter storytelling (Solórzano & Yosso, 2002), testimonio (del Alba Acevedo et al, 2001), oral histories, and storying (Smith, 2021) are deeply embedded in the subaltern ways of knowing and being that disrupt officialized knowledges (Spivak, 2015). According to Chilisa (2012), "to illustrate a culturally responsive indigenous research paradigm is to acknowledge the local histories, and traditions, and indigenous knowledge systems that inform them" (p. 161).…”

Section: Methodsmentioning

confidence: 99%

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

Degollado

2023

Journal of Literacy Research

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Drawing on life stories and classroom observations, this qualitative study examined how six bilingual maestras enacted and embodied critical biliteracies through bilanguaging love. These maestras were born, raised, and now teach bilingual education on the Texas–Mexico border. Their stories revealed contradictory and complex beliefs about literacy learning in Spanish and English, demonstrating how critical biliteracies teach children to read and write through the concept of bilanguaging love, a way of living between languages and epistemologies. Using qualitative methods like convivios and pláticas, rooted in other subaltern knowledges, the maestras articulated the nuanced realties of literacy learning. This study grounds critical biliteracies in border theories as a way of reading and writing the word and world.

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Section: Methodsmentioning

confidence: 99%

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

Degollado

2023

Journal of Literacy Research

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“…Pedagogies of the home is a theoretical concept that emerges from Chicana/Latina feminist notions of teaching and learning reflective of the everyday multimodal practices of Chicanx/Latinx families and communities (Castillo-Montoya & Torres-Guzmán, 2012;Delgado Bernal, 2001;Gallo, 2021;Garcia & Delgado Bernal, 2021;Guzman-Martinez, 2012). These practices can include, for example, pláticas around the kitchen table (Fierros & Bernal, 2016), corridos (De los Ríos, 2018), cuentos in community spaces (Gonzales & González Ybarra, 2020), and through testimonios told across generations (del Alba Acevedo, et. al.…”

Section: Theoretical Fr Ameworkmentioning

confidence: 99%

“…al. 2001). Chicana/Latina feminist ideas of pedagogy challenge the idea that knowledge production only takes place in educational institutions.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips

González Ybarra,

Marroquin

2024

J Adolescent & Adult Lit

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The purpose of this study is to understand how Latinx preservice teachers (LPSTs) engage their multimodal and multilingual literacies to create comic strips about the knowledge and pedagogies found within their homes located within with U.S.‐Mexico borderlands. Drawing on pedagogies of the home and Chicanx/Latinx multimodality, the findings illustrate how the LPSTs used comic creation to document teaching and learning practices of biculturalism, cultural preservation, spirituality, remedios, and the importance of education. This study has implications for developing teacher education pedagogies that are reflective of the linguistic and cultural diversity of LPSTs.

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“…Testimonio within the research realm is the sharing of a personal reflective narrative often rooted in liberation and a methodology used within education, most often by Chicana and Latinx scholars (Latina Feminist Group, 2001; Pérez Huber, 2009; Reyes & Curry Rodríguez, 2012). However, testimonio methodology has also been utilized in many topical areas.…”

Section: History Of Testimoniomentioning

confidence: 99%

“…One way of identifying and naming power is through the use of testimonio methods, which ask victims/survivors to share their stories while simultaneously identifying the role of power and oppressive social norms (Delgado Bernal et al, 2012; Latina Feminist Group, 2001; Reyes & Curry Rodríguez, 2012). The purpose of testimonio is to empower the testimonialista (the person giving testimony) and raise political consciousness about oppressive experiences and social structures through solidarity (Delgado Bernal et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Testimonio as a methodology in the study of sexual and intimate partner violence

Barrios,

Bermea,

Luthy

et al. 2024

J of Family Theo & Revie

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Sexual and intimate partner violence (SIV) continues to be a public health crisis, particularly among girls and women. Traditional and critical qualitative methodologies are often used to study SIV. This paper offers another methodology not traditionally used in family science, testimonio, as a critical, qualitative option. Testimonio is a methodology rooted in Indigenous, Latinx, and Chicano/a feminista studies, deployed in various fields, that centers the stories of marginalized members of society as they are rooted in systemic inequalities, including racism, (cis)sexism, and heteronormativity. A scoping review of the use of testimonio in family science and violence research was conducted and yielded minimal research. Given the dearth of research found through the review, recommendations for using testimonio in family science SIV research are offered along with examples from the authors' research.

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Telling to Live

Cited by 36 publications

References 0 publications

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

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

Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips

Testimonio as a methodology in the study of sexual and intimate partner violence

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