Cuentos and Oral History: Voices From the Borderlands

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: EL Practioners: Identity, Agency, and Development (Table 9)

Abstract

This paper examines the design and implementation of a series of teacher professional development workshops with practicing secondary teachers on the U.S/Mexico Border. The study employed two intersecting theories: Community Cultural Wealth and Engaged Pedagogy. The workshops provided the opportunity for novice and experienced teachers to come together to learn hands-on strategies and curricular approaches to teaching adolescents living in the borderlands. The professional development focused on the lived experiences of practicing teachers. Additionally, it opened the space for teachers to reflect on how they could invite their own students to make public their lived experiences and family histories within the formal secondary curriculum.

Author

• Monica Baldonado-Ruiz, San Diego State University