Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice
While the genre of testimonio has deep roots in oral cultures and in Latin American human rights struggles, the publication and subsequent adoption of This Bridge Called My Back (Moraga & Anzaldúa, 1983) and, more recently, Telling to Live: Latina Feminist Testimonios (Latina Feminist Group, 2001), have demonstrated the power of testimonio as a genre that exposes brutality, disrupts silencing, and builds solidarity among women of colour.
Within the field of education, scholars are increasingly taking up testimonio as a pedagogical, methodological, and activist approach to social justice, which transgresses traditional paradigms in academia. Unlike the more usual approach of researchers producing unbiased knowledge, the testimonio challenges objectivity by situating the individual in communion with a collective experience marked by marginalization, oppression, or resistance. This approach has resulted in new understandings about how marginalized communities build solidarity, and respond to and resist dominant culture, laws, and policies that perpetuate inequity.
This book contributes to our understanding of testimonio as it relates to methodology, pedagogy, research, and reflection in pursuit of social justice. A common thread among the chapters is a sense of political urgency to address inequities within Chicana/o and Latina/o communities. This book was originally published as a special issue of Equity & Excellence in Education.
Table of Contents
Introduction – Chicana/Latina Testimonios: Mapping the Methodological, Pedagogical, and Political Dolores Delgado Bernal, Rebeca Burciaga, and Judith Flores Carmona
1. Testimonios of Life and Learning in the Borderlands: Subaltern Juárez Girls Speak Claudia G. Cervantes-Soon
2. Chicana/Latina Testimonios on Effects and Responses to Microaggressions Lindsay Pérez Huber and Bert María Cueva
3. Pedagogies from Nepantla: Testimonio, Chicana/Latina Feminisms and Teacher Education Classrooms Linda Prieto and Sogia A. Villenas
4. Chicana and Black Feminisms: Testimonios of Theory, Identity, and Multiculturalism Cinthya M. Saavedra and Michelle Salazar Pérez
5. The Process of Reflexión in Bridging Testimonios Across Lived Experience Michelle M. Espino, Irene I. Vega, Laura I. Rendón, Jessica J. Ranero, and Marcela M. Muñiz
6. Making Curriculum from Scratch: Testimonio in an Urban Classroom Cindy Cruz
7. Getting There Cuando No Hay Cuando (When There Is No Path): Paths to Discovery Testimonios by Chicanas in STEM Norma Cantú
8. Testimonio as Praxis for a Reimagined Journalism Model and Pedagogy Sonya M. Alemán
9. Digital Testimonio as a Signature Pedagogy for [email protected] Studies Rina Benmayor
10. Testimonio: Origins, Terms, and Resources Kathryn Blackmer Reyes and Julia E. Curry Rodríguez
Dolores Delgado Bernal is Professor of Education and Ethnic Studies at the University of Utah, Salt Lake City, Utah, USA. Her community-engaged research focuses on the educational (in)equity of students of colour, Latina/o educational pathways, and Chicana feminist methodologies and pedagogies.
Rebeca Burciaga is an Assistant Professor of Educational Leadership at San José State University, California, USA. Her work focuses on understanding and challenging educational practices and structures that (re)produce racial, ethnic, gender, and class inequalities. She uses Chicana feminist methodologies/pedagogies to study educación (informal learning/socialization) as epistemological and ontological knowledge production.
Judith Flores Carmona is Assistant Professor in the Department of Curriculum and Instruction at New Mexico State University, Las Cruces, New Mexico, USA. Her works focuses on critical multicultural education, borderlands theory in education, critical race theory, and testimonio methodology and pedagogy.