Pláticas with First Generation Latina Teachers (FGLTs): Navigation of Nepantla in Oregon’s Educational Borderlands

• In Event: Navigating Borderlands: Stories of Teachers Shaping Justice-Oriented Classrooms

Abstract

Guided by Hargreaves’ theory of teachers’ emotional practice and Borderland theory (nepantla), this study examined how emotional, identity, and moral purpose intersect in the experience of First Generation Latina Teachers (FGLTs). In this plática study, three FGLTs shared their experiences in and how they navigate the cultural, institutional, and emotional pressure within the historically white institutions of Oregon’s k-12 public schools. Preliminary findings reveal four major themes: belonging/unbelonging, internal/external pressure, resistance rooted in pride, and support/unsupport. Teachers describe moments of isolation, advocacy, and moral clarity as emotionally defining to their work. This study offers insight why FGLTs stay in education through emotional grounding that is rooted in their identities.

Author

• Rebecca Renea Ramirez Larson, Lewis & Clark College