Using Culturally Sustaining Pedagogies with Bicultural Latiné Students for Resistance & Affirmation throughout their Educational Journeys

• In Event: Thursday Roundtable Sessions

Multiple Presenter Session: Panel

Abstract

Biculturalism broadens theories of self-actualization into an understanding of the collective histories, relationships, cultural beliefs, and material conditions that contribute to the orientation students of color have to historically hostile institutions like education. We come together to this panel from a variety of positions and knowledge systems across the education arenas to address the role that bicultural identity plays in educational pedagogy in schools with a foundation based in the exclusion of students of color; as elementary, middle, high-school, undergraduate educators, and graduate students, we offer suggestions tailored to bilingual and bicultural Latino students. We will incorporate the analysis and application of justice-oriented theoretical frameworks, findings from a critical qualitative case study, scholarly literature reviews, and self-reflection, to collaborate on the ways that our work strengthens the throughline from bicultural Latiné students’ earliest educational experiences to the experiences of undergraduate and graduate students at the university level.

Sub Track

• AESA

Presenters

• Lillian Martinez, University of Texas at Austin

• Pedro Berlanga, University of Texas at Austin

• Emilio Gonzales, The University of Texas at Austin

• Angela Maria Tuason Villamizar, University of Texas at Austin