On the Epistemic Resistance of Latina Dual Language Educators

• In Event: Bilingual Teacher Knowledge: Critical Consciousness, Instructional Practices, and Resilience

Abstract

In this paper, I examine dual language teachers’ experiences of epistemic resistance. Specifically, I focus on the ways in which Latina teachers in a Two-Way Immersion (TWI) program in Massachusetts mobilized various types of epistemic resources to resist knowledge-based injustices at school. I argue that an epistemic focus in DLBE teacher education is vital to prepare effective critically conscious dual language teachers who can serve students in socially just ways.

Author

• Ana Solano-Campos, Georgia State University