ABSTRACT

Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminatas through a historically Latinx community in a rapidly gentrifying area to support the development of students’ critical consciousness. Our findings indicate that the caminatas allowed students to historicize the local neighborhood, interrogate power and their own deficit conceptions of minoritized communities, critically listen to the sounds and voices of the community, and experience discomfort in nuanced ways. We argue that caminatas deepen FMBs’ understanding of community assets and are an innovative way to support the fourth goal of preparing FMBs: developing critical consciousness.

摘要

尽管直接与社区espacios互动可以加深学生的理解，但这种方法对双语教师准备计划的好处知之甚少。我们的文章通过强调社区步行或Caminatas来解决这种差距，这是与Futurxs maestrxsbilingües（FMBs）一起进行的教学方法。具体来说，我们提出了在准备FMB时出现的一种特殊方法，并且我们研究了两位拉丁裔教授如何在一个迅速高档化的地区通过历史悠久的拉丁裔社区使用Caminata，以支持学生批判意识的发展。我们的发现表明，摄像机可以让学生对当地社区进行历史化，审讯权力以及他们自己对少数群体的看法，认真听取社区的声音和声音，并以细微的方式感到不适。我们认为，Caminatas加深了FMB对社区资产的理解，并且是支持准备FMB的第四个目标的创新方法：发展批判意识。