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Direct linkEspinoza, Katherine; Guzmán, Norma; Salazar, María Elena – Urban Review: Issues and Ideas in Public Education, 2022
This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ Res J, 32(3):465-491, 1995, Soc Stud Curric Purp Probl Possib, pp 201--215, 2001; Quiocho and Rios, Rev Educ Res, 70(4):485-528, 2000) and culturally sustaining (Paris,…
Descriptors: Bilingual Teachers, Teacher Attitudes, Grade 3, Elementary School Teachers
Espinoza, Katherine; Degollado, Enrique David – Equity & Excellence in Education, 2023
Drawing on Chicana Feminist Epistemologies, we use trenzas as theory and method for unearthing Sonia's activist trajectory on her path towards conocimiento. The trenza, or braid, consists of testimonio, cultural intuition, and confianza to weave together the complexity of Sonia's story from early life to her professional career. Through…
Descriptors: Hispanic Americans, Communities of Practice, Bilingual Teachers, Collegiality
Espinoza, Katherine; Kohler, Karen – Journal for Multicultural Education, 2023
Purpose: The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.…
Descriptors: Multicultural Education, Bilingual Teachers, Preservice Teachers, Electronic Libraries
Espinoza, Katherine; Nuñez, Idalia; Degollado, Enrique David – Journal of Language, Identity, and Education, 2021
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to…
Descriptors: Bilingual Teachers, Preservice Teachers, Cultural Background, Cultural Capital
