Enrique David Degollado
Biographic Data
| ID | 5971902 |
|---|---|
| NAME | Enrique David Degollado |
| GIVEN NAMES | Enrique David |
| FAMILY NAME | Degollado |
| SIGNATURE | DEGOLLADO E D |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0001-9052-5596 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Not sure if I would’ve learned that in the States”: Bilingual preservice teachers’ subjectivities Nepantleando in study abroad
Dreaming of Borderlands Biliteracies: A Framework for Recognizing the Critical Literacies of Racialized Bilinguals
In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti‐colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish‐English biliteracy and extend this scholarship by centering the ways of knowing and being of racialized bilinguals from historically marginalized backgrounds as th…
“I Try to Read to Them in Both Languages”: Bilingual Maestras’ Enactment and Embodiment of Critical Biliteracies Through Bilanguaging Love
Drawing on life stories and classroom observations, this qualitative study examined how six bilingual maestras enacted and embodied critical biliteracies through bilanguaging love. These maestras were born, raised, and now teach bilingual education on the Texas–Mexico border. Their stories revealed contradictory and complex beliefs about literacy learning in Spanish and English, demonstrating how critical biliteracies teach children to read and w…
You Just Want to Start Trouble”: A Chicana Bilingual Maestra’s Trenza of Her Path Towards Conocimiento
Drawing on Chicana Feminist Epistemologies, we use trenzas as theory and method for unearthing Sonia’s activist trajectory on her path towards conocimiento. The trenza, or braid, consists of testimonio, cultural intuition, and confianza to weave together the complexity of Sonia’s story from early life to her professional career. Through testimoniando, Sonia reveals the constraints and racism of white supremacy in schooling. Consistent with other …
“I Learned How to Read in Spanish”: A Genealogical Analysis of Biliterate Subjective Possibilities in South Texas Escuelitas and Beyond
Background/Context: Historically, the literature on access to quality education for Mexican Americans has been wrought with injustices committed on them because of the racist and deficit thinking of the time. This includes, but is not limited to, access to literacy in English and Spanish. This article focuses on las escuelitas, or little schools, as sites of resistance that fostered Spanish literacy as an extension of the home before official sch…
Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides
And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria
This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they …
No Había Bilingual Education: ” Stories of Negotiation, Educación, y Sacrificios from South Texas Escuelitas
In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelitas, however, were no ordinary schools. They did not teach students to read, write, and speak in English. Rather, they sought to develop, maintain and celebrate the linguistic and cultural heritage of the communities they served by teaching students a Me…
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they …
Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides
No Había Bilingual Education: ” Stories of Negotiation, Educación, y Sacrificios from South Texas Escuelitas
In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelitas, however, were no ordinary schools. They did not teach students to read, write, and speak in English. Rather, they sought to develop, maintain and celebrate the linguistic and cultural heritage of the communities they served by teaching students a Me…
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
Dreaming of Borderlands Biliteracies: A Framework for Recognizing the Critical Literacies of Racialized Bilinguals
In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti‐colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish‐English biliteracy and extend this scholarship by centering the ways of knowing and being of racialized bilinguals from historically marginalized backgrounds as th…
No Había Bilingual Education: ” Stories of Negotiation, Educación, y Sacrificios from South Texas Escuelitas
In 1940s America, along the Texas-Mexico border, las escuelitas – or little schools – were places Mexican American parents sent their young children to begin their academic learning. These escuelitas, however, were no ordinary schools. They did not teach students to read, write, and speak in English. Rather, they sought to develop, maintain and celebrate the linguistic and cultural heritage of the communities they served by teaching students a Me…
Same Language, Different Histories: Developing a “Critical” English Teacher Identity
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria
This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they …
“I Learned How to Read in Spanish”: A Genealogical Analysis of Biliterate Subjective Possibilities in South Texas Escuelitas and Beyond
Background/Context: Historically, the literature on access to quality education for Mexican Americans has been wrought with injustices committed on them because of the racist and deficit thinking of the time. This includes, but is not limited to, access to literacy in English and Spanish. This article focuses on las escuelitas, or little schools, as sites of resistance that fostered Spanish literacy as an extension of the home before official sch…
Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides
“I Try to Read to Them in Both Languages”: Bilingual Maestras’ Enactment and Embodiment of Critical Biliteracies Through Bilanguaging Love
Drawing on life stories and classroom observations, this qualitative study examined how six bilingual maestras enacted and embodied critical biliteracies through bilanguaging love. These maestras were born, raised, and now teach bilingual education on the Texas–Mexico border. Their stories revealed contradictory and complex beliefs about literacy learning in Spanish and English, demonstrating how critical biliteracies teach children to read and w…
You Just Want to Start Trouble”: A Chicana Bilingual Maestra’s Trenza of Her Path Towards Conocimiento
Drawing on Chicana Feminist Epistemologies, we use trenzas as theory and method for unearthing Sonia’s activist trajectory on her path towards conocimiento. The trenza, or braid, consists of testimonio, cultural intuition, and confianza to weave together the complexity of Sonia’s story from early life to her professional career. Through testimoniando, Sonia reveals the constraints and racism of white supremacy in schooling. Consistent with other …
Not sure if I would’ve learned that in the States”: Bilingual preservice teachers’ subjectivities Nepantleando in study abroad
Dreaming of Borderlands Biliteracies: A Framework for Recognizing the Critical Literacies of Racialized Bilinguals
In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti‐colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish‐English biliteracy and extend this scholarship by centering the ways of knowing and being of racialized bilinguals from historically marginalized backgrounds as th…
Sociology (10 works) · Multilingual Education and Policy (9 works) · Pedagogy (9 works) · Critical Race Theory in Education (7 works) · Psychology (7 works) · Mathematics education (6 works) · Global Education and Multiculturalism (5 works) · Linguistics (5 works) · Anthropology (4 works) · Bilingual education (4 works)