Teachers' Multilingual Identities in Mexico and the United States: The Promise of Critical Ethnographic Action Research

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Abstract

In this interactive roundtable session, four teacher educators share selected findings from a three-year, international qualitative research project focusing on decolonizing teacher identities in early childhood and elementary school preservice and inservice education. The collaboration involves three U.S.-based teacher educators and one Mexico-based teacher educator, who have collected and analyzed on data on the efficacy of applying the approach of critical ethnographic action research (CEAR) to support teachers in their personal and professional identity journey as transformative educators (López-Gopar, 2016). The project specifically examined the role of autobiography and identity texts (Cummins & Early, 2011) in illuminating key plot points in their identity development as critical, agentic educators for social change and multilingual rights in early childhood and elementary education.

Authors

• Mario Lopez-Gopar, Universidad Autónoma Benito Juarez de Oaxaca

• Daniel Meier, San Francisco State University

• Isauro M. Escamilla, San Francisco State University

• Mina Kim, San Francisco State University