Graduate School as a Site of Remembrance: Educación for Resistance for Bilingual Teachers

  • Blanca Caldas University of Minnesota—Twin Cities
  • Deborah Palmer University of Colorado Boulder

Abstract

This article is framed by the notion of educación and how it influenced the narratives of resistance of 12 seasoned bilingual teachers (Solórzano &Yosso, 2002). Using an oral narrative approach, we share participants’ descriptions of the connections between their educación within their families and communities and how this educación has helped them navigate, resist, and even “play the game” (Urrieta, 2009) during their educational K-16 trajectories, and in their interactions with colleagues, parents, and children as seasoned bilingual teachers.

Published
2017-05-31
Section
RESEARCH ARTICLES