Testimonialista e Interlocutora: Methodological Choices in a Special Education Teacher's Testimonio

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Interrogations Across Participatory Approaches in Qualitative Methodology (Table 16)

Abstract

In this study, I describe how I engaged with testimonio as a method and methodology to situate myself as an immigrant, first-generation Latina special education educator, and researcher. This study addresses the questions: How can testimonio be a liberatory practice in special education? How can I negotiate to be both the testimonialista and the interlocutora in a testimonio? How did engaging with testimonio lead to conocimiento, an Anzaldúan concept of knowledge formation? Through testimonio, I bring attention to Latina special education teachers’ intersectional identities, and I begin a journey of self-awareness and liberation (Reyes & Curry Rodríguez, 2012).

Author

• Martha Lorena Hernández Flores, Florida International University
  Presenting Author