ABSTRACT This article focuses on Latinx youth’s testimonios or “stories of marginalization” tied to immigration. I drew from Anzaldúa’s conceptualizations of nepantla [unfamiliar in-between spaces] and Sepúlveda’s pedagogy of acompañamiento [accompaniment] to understand the youth’s experiences. Methods involved reuniting with former elementary students through pláticas [informal gatherings] to discuss poetry they wrote in fourth grade. Individually, their writing revealed tensions traversing temporal boundaries. Collectively, their poems exposed a racist nativist shadow cast over their lives. Implications for practice include teachers centering Latinx youth in the classroom, accompanying them, and witnessing their testimonios. Our responsibility as educators lies in empathizing with students as they face heavy burdens in society.

中文翻译：

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拉丁裔青年对种族主义本土主义的见证：诗歌和 Acompañamiento 连接过去和现在的经验

摘要 本文重点介绍与移民相关的拉丁裔青年的见证或“边缘化故事”。我借鉴了 Anzaldúa 对 nepantla [不熟悉的中间空间] 的概念化和 Sepúlveda 的 acompañamiento [伴奏] 教学法来了解年轻人的经历。方法包括通过 pláticas [非正式聚会] 与以前的小学生重聚，讨论他们在四年级写的诗歌。个别地，他们的写作揭示了跨越时间界限的紧张局势。总的来说，他们的诗歌揭露了笼罩在他们生活中的种族主义本土主义阴影。实践意义包括教师在课堂上以拉丁裔青年为中心，陪伴他们并见证他们的见证。我们作为教育工作者的责任在于同情学生，因为他们在社会上面临着沉重的负担。