Recordándome: Reframing Knowledges of Self in an Autoethnographic Workshop for Language Teachers

• In Event: Critical Ethnography to Interrogate, Organize and Imagine Justicia: Learning in, from, with, and amongst comunidad

Abstract

This paper addresses the empirical research gap pertaining to identity explorations for teachers who engage social justice pedagogies (Muhammed, 2023; Paris & Alim, 2017; Wynter-Hoyte, 2023). For these identity excavations, teachers of multilingual learners engaged in a ten-hour professional development on autoethnographic methods as co-researchers using the Archeology of Self framed by raciolinguistic and translanguaging perspectives to identify personal uptakes and impacts of oppressive narrative regarding race and language (García, 2009; García & Wei, 2013; Kohli et al, 2022; Rosa & Flores, 2017; Sealey-Ruiz, 2020). Identity maps, interviews, and narratives were created and coded together. Professional development transcripts were also included in the data corpus. As a result, all experienced transformation to their linguistic identities and were prepared to resist oppressive narratives in teaching and learning, revealing the Archaeology of Self’s potential for healing and liberation in critical professional development for language educators (Sealey-Ruiz, 2020; Hernandez et al, 2022; Kohli et al, 2022).

Author

• Anel V. Rivera Guerrero, Rutgers University