Fugitive Pedagogies in Bilingual Teacher Education: Cultivating Racial Literacies Under Regimes of Surveillance

Resumen

Teacher educators increasingly navigate forms of racialized surveillance that shape what can be taught, whose knowledge is legitimized, and how discussions of race, language, and inequity are received. In response, this conceptual paper examines how fugitive pedagogies can be enacted within bilingual teacher preparation, at a Hispanic Serving Institution, to cultivate the racial literacies of bilingual preservice teachers (BPSTs). Drawing on our experiences as teacher educators of color, we introduce the Fugitive Pedagogies for Racial Literacy (FPRL) Model, which integrates Writer’s Workshop, Culture Circles, and Creative Resistance as a recursive pedagogical system. Writer’s Workshop functions as a mask of compliance that creates space for critical inquiry within institutionally accepted literacy practices; Culture Circles support collective dialogue around race, language, identity, and power; and Creative Resistance transforms critical awareness into tangible acts of resistance. Using pedagogical vignettes and student artifacts from a bilingual teacher preparation cohort, we illustrate how BPSTs developed racial literacies through visual text analysis, critical dialogue, and zine creation. We argue that fugitive pedagogies provide teacher educators with a framework for sustaining critical inquiry under conditions of surveillance while preparing bilingual educators to recognize, challenge, and transform the racialized conditions shaping schools and multilingual communities.