It Was Nice To Be Able To Talk to Them Like They Were Family.”

A Mexican American Preservice Teacher’s Testimonio

Dados Bibliográficos

ID10243358
AutoresCori Salmerón (0000-0003-3334-7783, Georgia State University, autor correspondente)
Ano2025
Volume76
Fascículo4
Páginas365-378
Data de publicação2025-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/00224871241286479
OpenAlexW4403634370
IdiomaEN
Referências citadas52

A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy

Ethnic group · Mathematics education · Mexican americans · Nice · Pedagogy · Sociology · Teacher education · Computer Science · Critical Race Theory in Education · Diverse Education Studies and Reforms · Latin American and Latino Studies · Psychology