Thinking like an Author: Nurturing Bilingual Preservice Teachers' Creative Resistance through Arts-Based Ethnic Studies Pedagogies

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 2
  In Roundtable Session: From Empathy to Action: Emotional, Restorative, and Creative Pathways in Teacher Preparation

Abstract

This paper explores the integration of ethnic studies pedagogies—creative resistance, culture circles, and counter-storytelling—in bilingual teacher preparation in California. Situated within Southern California’s sociopolitical context, preservice teachers leveraged family narratives, community cultural wealth, and creative expressions to critically analyze and resist educational inequities. Through action research, findings demonstrated participants’ enhanced critical racial consciousness, pedagogical creativity, and civic agency. Engaging in multimodal zine-making, art analysis, and cultural circles allowed future educators to envision transformative literacy practices grounded in justice, cultural affirmation, and healing. The paper highlights implications for teacher education, emphasizing the importance of family/ community history pedagogies that prepare bilingual educators to navigate politicized educational environments and foster equitable futures rooted in their communities’ histories and identities.

Authors

• Michelle Soto-Peña, California Polytechnic State University, Pomona

• Arturo Nevárez, California State University - Stanislaus

• Luis Genaro Garcia, California State University - Sacramento