Creating Spaces for Immigrant-Origin, Linguistically Diverse Educators: Healing Through Duoethnographic Testimonios

• In Event: Engaging With Raciolinguistic Ideologies Through Transformative Pedagogies

Abstract

This paper centers the duoethnographic testimonios of the authors, two immigrant-origin teacher educators and doctoral students. We responded to the lack of intentional spaces for immigrant-origin, linguistically diverse educators by coming together to sensemake the marginalization of our lives, our intersecting layered identities, and dissonant schooling journeys. In this paper, we showcase how to create collaborative, self-reflexive spaces through duoethnographic testimonios. We argue that immigrant-origin, linguistically diverse educators need intentional spaces to critically reflect on their identities in relation to their pedagogy. Granting ourselves the time for dialectic inquiry pushed us past self-reflection of our marginalization and into a healing space that allowed us to create solidarity for our students, our colleagues, and ourselves.

Authors

• Veronica Isabel Paredes, Graduate Center - CUNY

• Jessica Velez Tello, Brooklyn College - CUNY