“More meaningful to do it than just reading it:” rehearsing praxis among Mexican-American/Latinx pre-service teachers

Caldas, Blanca

doi:10.1080/10476210.2018.1510482

Cited by 16 publications

(12 citation statements)

References 22 publications

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“…The nuevo espacio they are proposing is a more cohesive and committed collaboration between Spanish department faculty and bilingual education faculty to improve the Spanish proficiency of FMBs. Our article builds on existing work in finding creative paths to assist FMBs in strengthening their Spanish (Caldas, 2019a(Caldas, , 2019b); additionally we argue that haciendo más should also include creating opportunities for FMBs to develop their critical consciousness (Alfaro, 2019;Caldas, 2018;Cervantes-Soon, 2018;Heiman & Urrieta, 2019;Rodríguez-Mojica & Briceño, 2019). We conceptualize these processes as an espacio emergente in bilingual teacher preparation that is under construction, unfinished (Freire, 1997), and informed by previous work that has centered FMBs' development of critical consciousness.…”

Section: Introductionmentioning

confidence: 87%

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

Heiman

Bybee

Rodriguez

et al. 2021

Journal of Language, Identity & Education

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Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminatas through a historically Latinx community in a rapidly gentrifying area to support the development of students' critical consciousness. Our findings indicate that the caminatas allowed students to historicize the local neighborhood, interrogate power and their own deficit conceptions of minoritized communities, critically listen to the sounds and voices of the community, and experience discomfort in nuanced ways. We argue that caminatas deepen FMBs' understanding of community assets and are an innovative way to support the fourth goal of preparing FMBs: developing critical consciousness.

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Section: Introductionmentioning

confidence: 87%

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

Heiman

Bybee

Rodriguez

et al. 2021

Journal of Language, Identity & Education

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“…Bound together in theorizing Latinx experiences in US, Anglophone, and transnational contexts, CFE and LatCrit develop counternarrativized content for public schools and universities that recounts complex forms of racialized oppression but also identifies cultural and linguistic resources for resistances. As CFE and LatCrit relate to our special issue, research by Morales (2018) and Caldas (2018) exemplify deployments of these frameworks as they empirically narrate and describe gendered and racialized critical pedagogies in the conscientization processes of Latinx preservice and in-service teachers.…”

Section: Chicana Feminist Epistemology and Latinx Critical Theorymentioning

confidence: 98%

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

et al. 2018

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As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.

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“…Second, I utilized drama‐based pedagogies to reenact and discuss issues relevant to the field of bilingual education—racism, linguicism, and xenophobia (Boal, ). The use of drama‐based pedagogies and particularly Boal's Forum Theater added a different dimension to learning since the conscientization of teachers might require more than readings (Cahnmann‐Taylor & Souto‐Manning, ) and move on to turn the classroom into spaces where emergent advocacy in real‐life situations can be rehearsed (for more information, see Caldas, , ). Finally, I selected key material that wrestled with language ideologies regarding bilingualism and bilingual education.…”

Section: The Studymentioning

confidence: 99%

“…Most research on bilingual teacher preparation and language has focused on language grouping practices, pedagogical language knowledge (Faltis & Valdés, ), advocacy (Athanases & de Oliveira, ; Athanases & Martin, ; Caldas, ), Spanish development (Guerrero & Guerrero, ) and critical consciousness (Cervantes‐Soon, Dorner, Palmer, Heiman, Schwerdtfeger, & Choi, ; Sánchez & Ek, ; Valenzuela, ). Athanases et al () point out that efforts have been made to address self‐inquiry into languages, including the examination of preservice teachers' language trajectories, metalinguistic awareness, and multilingual approaches to teaching in contrast with the mainstream monolingual approaches to teaching, a legacy left by the transitional origins (and present) of bilingual education for Mexican American/Latinx communities.…”

Section: Introductionmentioning

confidence: 99%

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

Caldas

2019

TESOL Journal

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This ethnographic study examines the language ideology shifts among a group of 20 Mexican American/Latinx preservice bilingual teachers within a translanguaging space (Wei, 2011). This article explores how understanding different language ideological approaches to bilingualism and bilingual education through the use of translanguaging as the language of instruction push participants to examine their bilingual identities, linguistic trajectories and ideologies, and their own future approach to language and content teaching. Findings show that all the participants agreed they would use translanguaging as a language policy in their future classrooms as they experienced its benefits first-hand during this study. At the same time, the participants proposed a combination of approaches depending on students' linguistic needs, placing more emphasis on the language that requires more development. This quest for ideological coexistence stemmed from the participants' reflections of the socio-cultural-historical-political contexts of the schooling of emergent bilinguals in the United States combined with their own linguistic and educational trajectories, which promoted a new awareness and commitment to avoid a new cycle of language marginalization in their future classrooms.

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“More meaningful to do it than just reading it:” rehearsing praxis among Mexican-American/Latinx pre-service teachers

Cited by 16 publications

References 22 publications

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

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