Critical Bilingual Teacher Identities in a Community-Based Educational Collaboration as a Relational Healing Learning Space

• In Event: Literacies of Resistance: Race, Place, and Healing

Abstract

This ethnographic study examines dual-language teacher perspectives of how collaborative instructional practices in Academia, a community-based ethnic studies program for elementary age children contributed to critical bilingual teacher identity formation. We examine Academia as a relational healing learning space that promotes the process of healing from societal oppression through learning and the social construction of knowledge with others. We describe three themes that emerged from teacher responses in this study: how Academia acted as a space for healing bilingual teacher identities, how Academia was a space for critical reflection and how Academia was a space for building relational community around ethnic studies.

Authors

• Christopher Milk Bonilla, Texas State University - San Marcos

• Brenda Rubio, University of North Texas

• Randy C. Bell, University of North Texas