Pedagogical and Leadership Practices: Latina/o/x Immigrant Autoethnographic Counterstories

• In Event: AERA Handbook Session 1

Abstract

The power of Teachers of Color (TOC) who share immigrant students’ cultural and linguistic backgrounds is bourgeoning (Picower & Kohli, 2017; Quiocho & Rios, 2000). Toward this aim, this qualitative study seeks to make a contribution using participant ethnography with one Northern California English teacher, and her Latina/o Studies class. The teacher and I—the researcher—shared our autoethnography of immigration as pedagogical practice, and made tangible migration capital and counterstories of immigration, modeling for students the wisdom they too, possess (Delgado, 1989; Jimenez, 2019; Paris & Alim, 2017; Yosso, 2006). In these dire times, we need to build upon TOC’s knowledge, dispositions, and pedagogical practices to support, sustain, and expand upon the experiential knowledge of Latina/o and transnational students.

Author

• Rosa M. Jimenez, University of San Francisco