Recognizing that our preservice teachers are experiencing a euro-centered teacher preparation curriculum, this study aimed to explore Chicana preservice teachers' interactions with an array of criticalities focused on a bioregional context that highlighted critical and resistant resources. Chapter 1 surveyed the literature on growing critically conscious teachers of color and posed the following research questions: How do critical place-based pedagogies impact Chicana preservice teachers' experiences in a social studies methods course? How do Chicana preservice teachers respond to a broad array of criticalities? How do the critical and democratic pedagogies experienced in the social studies methods course impact Chicana preservice teachers' perspectives on teaching social studies? Chapter 2 established Itinerant Curriculum Theory as the organizing framework which consisted of asset-based epistemologies that included decolonial alternatives, ethnic studies curriculum, Chicanx studies curriculum, and Chicana Feminist Epistemologies while also centering the work of Gloria Anzaldua. Chapter 3 established the epistemological assumptions aligned with interpretivist and critical approaches and described the use of critical action research and platica as the methodologies for this study. Chapter 3 also provided a short reflection and positionality statement on the pending contradiction of gender and power inherent in the study. It also provided contextual information and a description of the data sources which included digital platicas, field notes, semi-structured interviews, and a focus group session. Chapter 4 outlined the five major findings of the study and included identity/inner work, sense of place/belonging/pride, relevancy/representation of culture, bridging languages, and platica, power, and knowledge. Chapter 5 included a recap of the first 3 chapters and a recap of the findings. Implications for research and practice were also included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]