Paty Abril-Gonzalez
Biographic Data
| ID | 6008261 |
|---|---|
| NAME | Paty Abril-Gonzalez |
| GIVEN NAMES | Paty |
| FAMILY NAME | Abril-Gonzalez |
| SIGNATURE | ABRIL-GONZALEZ P |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0002-5128-5013 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cultivating Composite Testimonios of Acompañamiento
This qualitative inquiry explores composite testimonios of acompañamiento assembled from multimodal life writing projects in an early-elementary bilingual literacy course within a larger bilingual teacher preparation program in central Texas. Border-crossing preservice teachers—many of whom are children of immigrants—engaged in bilingual and multimodal testimonio practices that helped them name, feel, and navigate emotional biliteracy tensions sh…
Latinx Youths’ Testimonios of Racist Nativism
This article focuses on Latinx youth’s testimonios or “stories of marginalization” tied to immigration. I drew from Anzaldúa’s conceptualizations of nepantla [unfamiliar in-between spaces] and Sepúlveda’s pedagogy of acompañamiento [accompaniment] to understand the youth’s experiences. Methods involved reuniting with former elementary students through pláticas [informal gatherings] to discuss poetry they wrote in fourth grade. Individually, their…
No prominent works on this page.
Latinx Youths’ Testimonios of Racist Nativism
This article focuses on Latinx youth’s testimonios or “stories of marginalization” tied to immigration. I drew from Anzaldúa’s conceptualizations of nepantla [unfamiliar in-between spaces] and Sepúlveda’s pedagogy of acompañamiento [accompaniment] to understand the youth’s experiences. Methods involved reuniting with former elementary students through pláticas [informal gatherings] to discuss poetry they wrote in fourth grade. Individually, their…
Cultivating Composite Testimonios of Acompañamiento
This qualitative inquiry explores composite testimonios of acompañamiento assembled from multimodal life writing projects in an early-elementary bilingual literacy course within a larger bilingual teacher preparation program in central Texas. Border-crossing preservice teachers—many of whom are children of immigrants—engaged in bilingual and multimodal testimonio practices that helped them name, feel, and navigate emotional biliteracy tensions sh…
Critical Race Theory in Education (2 works) · Multilingual Education and Policy (2 works) · Art (1 work) · Bilingual education (1 work) · Gender Studies (1 work) · Global Education and Multiculturalism (1 work) · Grounded theory (1 work) · Identity (music (1 work) · Immigration (1 work) · Law (1 work)