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ABSTRACT
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 literature on Chicanas, the findings demonstrate that they rely on their ancestral wisdom, spirituality, and extended networks of family and friends—or comadrazgo—to navigate and negotiate whitestream spaces in educational contexts.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Katherine Espinoza
Katherine Espinoza, Ph.D., is an assistant professor of curriculum and instruction at Texas A&M University-San Antonio. Her research is grounded in qualitative methodologies that uplift communities of color by sharing their lived experiences including testimonios, convivios, and pláticas. She conducts research on cultural and racial identities, preservice teacher formation, teacher activism, and emergent bilingual family engagement.
Enrique David Degollado
Enrique David Degollado, Ph.D., is an assistant professor of curriculum and instruction at Baylor University. His research focuses on how the lived experiences of bilingual/bicultural people influence their language and literacy ideologies and pedagogical practices. Through storytelling, oral histories, and narrative inquiry, David conducts research on the border regarding escuelitas, bilingual teachers, and pre-service teachers.