ABSTRACT

In this article, the author braids storytelling with oral life history interviews, Chicana Feminisms, and portraiture. The piece centers the portrait of Ms. Sotomayor, a veteran elementary teacher, who through her stories shares with us pedagogies of pain, trust, autonomy, and empowerment. These glimpses of her life journey as a Nepantlera offer readers opportunities to see her stories as fuel for her spiritual activism, evident in her teaching. The portrait highlighted in this article comes from a larger study that centers the life stories of Chicana K–12 teachers from Southern California who view their teaching as a political, spiritual, and/or moral commitment. Using oral life history interviews and classroom observations to invite Chicana teachers to tell their stories, I document how this group of teachers explain connections between their lived experiences and their literacy pedagogies and practices in the classroom. Through Muxerista Portraiture and a borderlands analysis, I testify the power of stories from women who struggle for a better tomorrow. Implications include the possibilities of Nepantla as a pedagogical framework in teacher education praxis with homegrown, Teachers of Color.

摘要

在这篇文章中，作者将故事讲述与口述生活史访谈、奇卡纳女权主义和肖像画结合起来。该作品以资深小学教师索托马约尔女士为中心，她通过自己的故事与我们分享痛苦、信任、自主和赋权的教学法。这些她作为 Nepantlera 的人生旅程的一瞥让读者有机会看到她的故事是她精神活动的燃料，这在她的教学中很明显。本文中突出显示的肖像来自一项更大的研究，该研究以南加州奇卡纳 K-12 教师的生活故事为中心，他们将教学视为一种政治、精神和/或道德承诺。利用口述生活史访谈和课堂观察邀请奇卡纳老师讲述他们的故事，我记录了这组教师如何解释他们的生活经历与他们在课堂上的识字教学法和实践之间的联系。通过 Muxerista Portraiture 和边境分析，我证明了为更美好的明天而奋斗的女性故事的力量。其含义包括 Nepantla 有可能作为教师教育实践中的教学框架，与本土的 Teachers of Color 合作。