The Role of Identity Negotiation in Heritage Spanish-Speaking Latine Teachers’ Pedagogy and Student Relationships

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Examining Raciolinguistic Ideologies (Table 27)

Abstract

This qualitative study uses autoethnography and portraiture to explore identity negotiation’s influence on pedagogy and student relationships. Grounded in raciolinguistic perspective theory, the researcher shares portraits of heritage Spanish-speaking Latine teachers who experience inter- and intragroup marginalization based on language performance and how these experiences influenced their ethnic and linguistic identities and their identities as teachers. The portraits show participants developing critical self-reflection and cultural humility, which informs their inclusive practices and positive relationships with their students.

Author

• Catherine Aragon, San Francisco State University