The K–College Journey of Two Latinx Bilingual Teachers: Resistance Through Biliteracy

• In Event: Existence is Resistance: Educators and the Politics of Language, Immigration, and Deportation

Abstract

This study investigates the bilingual home, school, and community literacy trajectories of two transnational Latinx teachers who came of age in an era of high stakes accountability. In order to better understand how teachers utilize their K-12+ schooling experiences to inform their teaching practices, I employed a narrative inquiry approach, analyzing interviews as well as teachers’ creative writing. This study illuminates issues of equity and access in literacy instruction, especially in low-income schools, where testing pressures are more pronounced. It acts as an argument for teachers to recognize and integrate into their literacy instruction students’ community cultural wealth (Yosso, 2005), and for teacher education programs to consider the ways teachers of color may have experienced marginalization in their K-12 schooling.

Author

• Rosalyn Virginia Harvey, The University of Texas - Austin