Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Fall 11-11-2022

Abstract

This qualitative case study used practitioner research methods to address the question: How does a Mexican American teacher create counter-hegemonic spaces in a Spanish Language Arts classroom utilizing critical race and borderlands theories? The research focused on how I as a teacher-built trust and respect through place—here, the classroom, classroom activities, and discussions—thereby creating a place for students to express their thoughts and feelings and to build relationships with the teacher and their classmates for learning to occur. This study also analyzed how using critical race and borderlands theories influences and shapes Mexican American students’ educational experiences beyond a Spanish Language Arts classroom and employed a pedagogical lens that privileges students’ cultural and linguistic funds of knowledge while centering their testimonios, thus creating a space of nepantla in which la pedagogía del cariño is at the heart of transformation.

Keywords: borderlands theory, critical race theory, counterhegemonic spaces, testimonios, Spanish Language Arts, high school

Keywords

Keywords: borderlands theory, critical race theory, counterhegemonic spaces, testimonios, Spanish Language Arts, high school

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Glenabah Martinez

Second Committee Member

Carlos López Leiva

Third Committee Member

Mia A. Sosa-Provencio

Fourth Committee Member

Nancy López

Fifth Committee Member

Sylvia Celedón-Pattichis

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