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Equity & Excellence in Education Volume 45, 2012 - Issue 3: Chicana/Latina Testimonios: Methodologies, Pedagogies, and Political Urgency
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Original Articles

Chicana/Latina Testimonios: Mapping the Methodological, Pedagogical, and Political

Dolores Delgado Bernal University of Utah
,
Rebeca Burciaga San Jose State University
&
Judith Flores Carmona New Mexico State University
Pages 363-372 | Published online: 03 Aug 2012

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Socorro Morales, Alma Itzé Flores, Tanya J. Gaxiola Serrano & Dolores Delgado Bernal. (2023) Feminista pláticas as a methodological disruption: drawing upon embodied knowledge, vulnerability, healing, and resistance. International Journal of Qualitative Studies in Education 36:9, pages 1631-1643.
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Tanya J. Gaxiola Serrano. (2023) Vamos a caminar: utilizing a Chicana/Latina feminist walking plática methodology to honor the brown body and facultad. International Journal of Qualitative Studies in Education 36:9, pages 1644-1658.
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Yadira Valencia & Magali Campos. (2023) Con Respeto y Confianza: a correspondence between sister-scholars that braids Chicana Latina Feminist methodologies in women of color research. International Journal of Qualitative Studies in Education 36:9, pages 1757-1768.
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Leah P. Teeters, Blanca Trejo, Emily Gleason, Julia C. Zigarelli, Michelle Shedro, Adriana Alvarez & Kathy Schultz. (2023) Circles de Confianza: Promoting the Well-being of Latine Youth via Multimodal Testimonio. Journal of Latinos and Education 22:5, pages 2151-2163.
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Katherine L. Maldonado-Fabela. (2023) In the Spirit of Struggle: A Barrio Pedagogy Compass of Love, Care, and Compassion. Journal of Criminal Justice Education 34:3, pages 411-430.
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María Cioè-Peña. (2023) After the Phone Call: Culture, Disability and the Construction of a “Bad” Mother. Journal of Latinos and Education 22:3, pages 1118-1137.
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Maria Del Rosario Talamantes. (2023) A Critical Classroom Study of Language Oppression: Manuel and Malena’s Testimonios, “Sentía como que yo no valía nada . . . se reían de mí”. Journal of Latinos and Education 22:3, pages 926-947.
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Katherine Espinoza & Theresa Garfield. (2023) “It’s Me, Do You Have a Second?”: How Testimonios and Personal Narratives of Mentorship and Friendship Help a Tenure-Track Latina Navigate the Academy. Educational Studies 59:3, pages 280-298.
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Nichole M. Garcia, Verónica N. Vélez & Lindsay Pérez Huber. (2023) Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education. Equity & Excellence in Education 56:1-2, pages 190-205.
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Jason D. Mizell & Judith Flores Carmona. (2023) Testimonios as a Methodological Third Space: Disrupting Epistemological Racism in Applied Linguistics. Journal of Latinos and Education 0:0, pages 1-14.
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Pauli Badenhorst, Sandra Musanti, Veronica Estrada, Patricia Robles & Amy Montoya. (2023) Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures. Journal of Latinos and Education 0:0, pages 1-17.
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Laura V. Adair & Grace MyHyun Kim. (2023) Critical Witnessing as a Critical Literacy Practice in Secondary English Education. The New Educator 19:1, pages 33-54.
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María C. Ledesma, Vanessa Johnson Ojeda, Shawn R. Coon & Laurence Parker. (2023) Critical race studies in qualitative research: a review and future directions. International Journal of Qualitative Studies in Education 36:1, pages 1-8.
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Sharon Velarde Pierce. (2023) “Be authentic: Be the most authentic ‘you’ you can be”: Consejos from Latina administrative leaders in public higher education. Journal of Latinos and Education 22:1, pages 288-301.
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Christina Torres García. (2022) DACAmented Latina Students’ Testimonios About Their Educational Journey Against the Backdrop of Racist Nativist Discourse in Washington State. Journal of Latinos and Education 0:0, pages 1-13.
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Madelaine C. Cahuas. (2022) Voicing Chicanx/Latinx feminisms and situating testimonio in geographical research. Gender, Place & Culture 29:11, pages 1514-1527.
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Yoon Ha Choi. (2022) A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways. Journal of Women and Gender in Higher Education 15:4, pages 375-395.
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Mary Amanda Stewart & Alexandra Babino. (2022) Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction. Literacy Research and Instruction 61:4, pages 361-382.
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Marian Taylor Brown, Hyppolite Ntigurirwa, Andrea Gordillo & Micah Rose. (2022) From Grassroots to Systems Change: Art for Social Justice. The Journal of Arts Management, Law, and Society 52:5, pages 308-322.
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Michelle Salazar Perez, Cinthya M. Saavedra, Natacha Ndabahagamye Jones & Paty Abril-Gonzalez. (2022) Woman of colour feminisms as a vehicle for racially-just methodologies in educational research. International Journal of Research & Method in Education 45:4, pages 410-420.
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Freyca Calderon-Berumen, Miryam Espinosa-Dulanto & Karla O'Donald. (2022) Testimonio at work: the power of Malintzin researchers. International Journal of Research & Method in Education 45:4, pages 370-380.
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Brendan H. O’Connor, Hannah Kirsch & Nicole Maestas. (2022) “I learned that I don’t have to change”: migrant/seasonal farmworker undergraduates’ experiences at academic conferences. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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Martín Alberto Gonzalez. (2022) When the lion learns to write: a counterstory about a doctoral student’s qualitative research project. International Journal of Qualitative Studies in Education 0:0, pages 1-18.
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Belinda Bustos Flores, Adriana Alonzo, Claudia Treviño García & Lisa Santillán. (2022) Reframing our work: Critical bicultural-bilingual pedagogues. NABE Journal of Research and Practice 12:3-4, pages 135-147.
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Gerardo M. González & Francisco Rios. (2022) Advancing Activism Through Academic Scholarship: What’s in a Name (Revisited). Multicultural Perspectives 24:3, pages 129-137.
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Jesica Siham Fernández. (2022) A Mujerista Liberation Psychology Perspective on Testimonio to Cultivate Decolonial Healing. Women & Therapy 45:2-3, pages 131-156.
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David Taufui Mikato Fa’avae, Arcia Tecun & Sione Siu’ulua. (2022) Talanoa vā: indigenous masculinities and the intersections of indigeneity, race, and gender within higher education. Higher Education Research & Development 41:4, pages 1075-1088.
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Cindy R. Escobedo & Lorena Camargo Gonzalez. (2022) Nurturing a Critical Race Feminista Praxis: engaging education research with a historical sensibility. International Journal of Research & Method in Education 45:3, pages 259-270.
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Manal Hamzeh & Judith Flores Carmona. (2022) Critical reflexión and plática∼testimonio/haki∼shahadat: Enacting decolonial praxis of solidarity from the Mexico-US borders to Palestine. Curriculum Inquiry 52:3, pages 266-274.
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Valentina Errázuriz, Camila Lami & Camila Rodríguez. (2022) Normative violence and the terms of recognizability as ‘woman’ in Chilean Catholic schools. Gender and Education 34:4, pages 446-461.
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Alfdaniels Mabingo, Kiri Avelar, Ruohan Chen & Franchesca M. Cabrera. (2022) Solidarities of the Marginalized as Anti-racist Dance Pedagogy: Reflections on Collaborative Advocacy from Dance Educators with Connective Marginalities. Journal of Dance Education 0:0, pages 1-12.
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Enrique J. Lopez & Jose Ortiz. (2022) Promoting Transformative Learning for Chicana/o and Latina/o High School Youth. Journal of Latinos and Education 21:1, pages 72-86.
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Emma-Lee Amponsah. (2021) Black women in and beyond Belgian mainstream media: Between opinion–making, dissidence, and marronage. Feminist Media Studies 21:8, pages 1285-1301.
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Paty Abril-Gonzalez & Sheila M. Shannon. (2021) English language development jaulas: Latinx students’ critiques of ELD through confinement and resistance testimonios. Bilingual Research Journal 44:4, pages 426-443.
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Miriam G. Valdovinos & Cueponcaxochitl D. Moreno Sandoval. (2021) Cihuātocameh (Spiderwomen) Weaving Twenty Years of Transformative Justice Work in Higher Education. Educational Studies 57:5, pages 524-543.
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Madelaine C. Cahuas. (2021) Reaching for El Mundo Zurdo: Imagining-creating-living Latinx decolonial feminist geographies in Toronto. Gender, Place & Culture 28:9, pages 1213-1233.
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Amani Husain. (2021) No Hay Vida Sin Libertad: Testimonios of Resistance From the #Hutto27 Hunger Strikers. Women's Studies in Communication 44:3, pages 259-277.
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Diana Franco. (2021) Revisiting cultural diversity in social work education through Latino critical race theory testimonio. Social Work Education 40:4, pages 522-534.
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Fabiane Ramos. (2021) Academic success as willful-resistance: theorising with refugee-background students in Australia. Discourse: Studies in the Cultural Politics of Education 42:3, pages 440-455.
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Freyca Calderon-Berumen. (2021) Latina immigrant mothers as educators: a testimonio of becoming. International Journal of Qualitative Studies in Education 34:3, pages 262-275.
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Valentina Errázuriz. (2021) A digital room of their own: Chilean students struggling against patriarchy in digital sites. Feminist Media Studies 21:2, pages 281-297.
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Blanca Caldas & Daniel Heiman. (2021) Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators. Journal of Language, Identity & Education 20:1, pages 58-70.
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Brenda Rubio, Deborah K. Palmer & Manuel Martínez. (2021) Si no estás defendiendo tus alumnos, que estás haciendo en el salón? A Mexican Immigrant Teacher’s Journey to Critical Consciousness. Journal of Language, Identity & Education 20:1, pages 45-57.
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Alejandro Cervantes, Judith Flores Carmona & Ivelisse Torres Fernández. (2021) Testimonios and liberation psychology as praxis: Informing educators in the borderlands. Journal of Latinos and Education 20:1, pages 20-31.
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Susan Wilcox. (2021) An Offer of Bearing and Baring Witness as Pedagogy. Equity & Excellence in Education 54:1, pages 50-59.
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Valentina Errázuriz. (2021) Becoming “Hijas de la Lucha”: Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school. Theory & Research in Social Education 49:1, pages 27-53.
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Carol Brochin. (2020) A testimonio of a queer Chicana researcher in education. Journal of Lesbian Studies 24:4, pages 362-377.
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Miryam Espinosa-Dulanto & Freyca Calderon-Berumen. (2020) The poetics aesthetics of testimonios. Subverting “I” for social “I/We.” Una lengua que desquicia la academia. Journal of Curriculum and Pedagogy 17:3, pages 242-246.
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Paty Abril-Gonzalez. (2020) Latinx Youths’ Testimonios of Racist Nativism: Poetry and Acompañamiento to Bridge past and Present Experiences. Equity & Excellence in Education 53:3, pages 412-430.
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Mia Angélica Sosa-Provencio, Annmarie Sheahan, Shiv Desai & Shawn Secatero. (2020) Tenets of Body-Soul Rooted Pedagogy: teaching for critical consciousness, nourished resistance, and healing. Critical Studies in Education 61:3, pages 345-362.
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Pierre Wilbert Orelus. (2020) The cost of being professors and administrators of color in predominantly white institutions: unpacking microagression, isolation, exclusion, and unfairness through a critical race lens. Diaspora, Indigenous, and Minority Education 14:2, pages 117-132.
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Natalia Deeb-Sossa & Rosa Manzo. (2020) Community-driven leadership: Mexican-origin farmworking mothers resisting deficit practices by a school board in California. Journal of Latinos and Education 19:2, pages 199-215.
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Catherine R. Cooper, Maria Rocha-Ruiz & Charis Herzon. (2020) Using Integrated Logic Models to Build Equity in Students’ Pathways and Systemic Change. Equity & Excellence in Education 53:1-2, pages 105-120.
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Richard P. Durán, Zuleyma Carruba-Rogel & Bertin Solis. (2020) Latinx Immigrant Parents’ Cultural Communicative Resources: Bridging the Worlds of Home, Community, and School Policy. Equity & Excellence in Education 53:1-2, pages 89-104.
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Martha Elena Garza. (2020) A Tejana testimonio: Language experiences and the impact for teaching and learning. Journal of Latinos and Education 19:1, pages 93-100.
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Allarie Coleman. (2020) Room for a third space with testimonio as curriculum and pedagogy. Journal of Latinos and Education 19:1, pages 3-17.
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Estrella Olivares-Orellana. (2020) More than an English language learner: testimonios of immigrant high school students. Bilingual Research Journal 43:1, pages 71-91.
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Katherine C. Rodela & Erica Fernández. (2019) A Latina mother on TV: challenges of intragroup advocacy for equity in a Latinx community. International Journal of Qualitative Studies in Education 32:10, pages 1270-1288.
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Rigoberto Marquéz. (2019) Queer Latina/o(x) Youth Education: A Community-Based Education Model to Queer of Color Praxis. Equity & Excellence in Education 52:4, pages 396-408.
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Tanya J. Gaxiola Serrano, Mónica González Ybarra & Dolores Delgado Bernal. (2019) “Defend yourself with words, with the knowledge that you’ve gained”: An exploration of conocimiento among Latina undergraduates in ethnic studies. Journal of Latinos and Education 18:3, pages 243-257.
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Manal Hamzeh & Judith Flores Carmona. (2019) Arabyyah and Mexicana Co-Teaching-Learning Testimonios of Revolutionary Women: A Pedagogy of Solidarity. The Educational Forum 83:3, pages 325-337.
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Román Liera & Alicia C. Dowd. (2019) Faculty Learning at Boundaries to Broker Racial Equity. The Journal of Higher Education 90:3, pages 462-485.
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Alejandro Cervantes, Ivelisse Torres Fernandez & Judith Flores Carmona. (2019) Nosotros Importamos (We Matter): The Use of Testimonios with Latino Male Adolescents in Group Counseling. Journal of Creativity in Mental Health 14:2, pages 181-192.
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Deborah K. Palmer, Claudia Cervantes-Soon, Lisa Dorner & Daniel Heiman. (2019) Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education. Theory Into Practice 58:2, pages 121-133.
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Mia Angélica Sosa-Provencio, Annmarie Sheahan, Rayanna Fuentes, Simona Muñiz & Rosa Elena Prada Vivas. (2019) Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education. Race Ethnicity and Education 22:2, pages 211-230.
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Sofia A. Villenas. (2019) Pedagogies of being with: Witnessing, testimonio, and critical love in everyday social movement. International Journal of Qualitative Studies in Education 32:2, pages 151-166.
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Conra D. Gist. (2019) The Teacher Testimony Project: A Research, Pedagogical, and Advocacy Vehicle for Teachers of Color. Multicultural Perspectives 21:1, pages 33-40.
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Luis Fernando Macías. (2018) The Scheme Game: How DACA Recipients Navigate Barriers to Higher Education. Educational Studies 54:6, pages 609-628.
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Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, James C. Jupp, Laura Jewett & Karla O’Donald. (2018) Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice. Edited by Delgado Bernal D., Burciaga R., & Flores Carmona J., New York, NY: Routledge. 2015, 194 pp. $120.50.. Educational Studies 54:6, pages 681-687.
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Venus Evans-Winters & Jennifer Esposito. (2018) Researching the bridge called our backs: the invisibility of ‘us’ in qualitative communities. International Journal of Qualitative Studies in Education 31:9, pages 863-876.
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Louie F. Rodriguez. (2018) The Educational Journeys of Students of Color Across the Educational Pipeline: A Pedagogy of Storytelling or a Struggle for Freedom?. Diaspora, Indigenous, and Minority Education 12:4, pages 214-229.
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Shawna Patterson-Stephens & Estee Hernández. (2018) Hermandad: Sista’ Scholar Bonds for Black and Chicana Women in Doctoral Study. Equity & Excellence in Education 51:3-4, pages 396-415.
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Juan F. Carrillo, Tommy Ender & Josmell J. Perez. (2018) Letters to Our Children: Narrating Legacies of Love, Dissent, and Possibility. Journal of Latinos and Education 17:3, pages 238-251.
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Alejandro Covarrubias, Pedro E. Nava, Argelia Lara, Rebeca Burciaga, Verónica N. Vélez & Daniel G. Solorzano. (2018) Critical race quantitative intersections: a testimonio analysis. Race Ethnicity and Education 21:2, pages 253-273.
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Greg McClure & Shanan Fitts. (2018) “Mi Historia Familiar Es Sencilla” (My Family History Is Simple)”: Testimonio in the New Latino Diaspora. Diaspora, Indigenous, and Minority Education 12:1, pages 14-27.
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Judith Flores Carmona. (2018) Pedagogical Border Crossings: Testimonio y Reflexiones de una Mexicana Académica. Journal of Latinos and Education 17:1, pages 92-97.
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James C. Jupp, Freyca Calderón Berumen & Karla O’Donald. (2018) Advancing Testimonio Traditions in Educational Research: A Synoptic Rendering. Journal of Latinos and Education 17:1, pages 18-37.
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Dolores Delgado Bernal. (2018) A testimonio of critical race feminista parenting: snapshots from my childhood and my parenting. International Journal of Qualitative Studies in Education 31:1, pages 25-35.
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Naomi W. Nishi. (2018) ‘You need to do love’: autoethnographic mother-writing in applying ParentCrit. International Journal of Qualitative Studies in Education 31:1, pages 3-24.
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José Ramón Lizárraga & Kris D. Gutiérrez. (2018) Centering Nepantla Literacies from the Borderlands: Leveraging “In-Betweenness” Toward Learning in the Everyday. Theory Into Practice 57:1, pages 38-47.
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Mia Angélica Sosa-Provencio. (2018) Creolizing the white spaces of teacher education: Possibilities and tensions of a pedagogy of mestizaje in the crossroads. Review of Education, Pedagogy, and Cultural Studies 40:1, pages 16-29.
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Deena Khalil & Cristóbal Rodriguez. (2017) #NoBanNoWall: Borderlands Testimonios of a Chicano and a Falestinia for an education of love. International Journal of Qualitative Studies in Education 30:10, pages 1019-1026.
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Lindsay Pérez Huber. (2017) Healing Images and Narratives: Undocumented Chicana/Latina Pedagogies of Resistance. Journal of Latinos and Education 16:4, pages 374-389.
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Mia Angélica Sosa-Provencio. (2017) Seeking a Mexicana/Mestiza Ethic of Care: Rosa’s Revolución of carrying alongside. Race Ethnicity and Education 20:5, pages 650-665.
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Brandy S. Bryson. (2017) ‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education. Race Ethnicity and Education 20:4, pages 527-545.
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Madelaine C. Cahuas & Charles Z. Levkoe. (2017) Towards a critical service learning in geography education: exploring challenges and possibilities through testimonio. Journal of Geography in Higher Education 41:2, pages 246-263.
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Aurora Chang. (2017) Un-American: Latina high school students’ testimonios of American and white conflation in the middle of nowhere. Race Ethnicity and Education 20:2, pages 240-251.
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Mia Angélica Sosa-Provencio. (2016) Seeking a Mexicana/Mestiza Critical Feminist Ethic of Care: Diana’s Revolución of Body and Being. Journal of Latinos and Education 15:4, pages 303-319.
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Carmen M. Martínez-Roldán & Sandra Quiñones. (2016) Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy. Journal of Language, Identity & Education 15:3, pages 151-164.
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Eric Ruiz Bybee. (2016) Stories of Smartness and Whiteness in School Pictures and Yearbooks. Equity & Excellence in Education 49:2, pages 143-156.
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Christina Passos DeNicolo, Mónica González, Socorro Morales & Laura Romaní. (2015) Teaching Through Testimonio: Accessing Community Cultural Wealth in School. Journal of Latinos and Education 14:4, pages 228-243.
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Ariana Mangual Figueroa. (2015) Out of the Shadows: Testimonio as Civic Participation. Journal of Latinos and Education 14:4, pages 244-260.
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Cati de los Ríos & Mariana Souto-Manning. (2015) ARTICLE WITHDRAWN: Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies. Studying Teacher Education 11:3, pages 272-293.
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Lilia D. Monzó. (2015) Ethnography in charting paths toward personal and social liberation: using my Latina cultural intuition. International Journal of Qualitative Studies in Education 28:4, pages 373-393.
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MichelleA. Holling. (2014) “So My Name Is Alma, and I Am the Sister of … ”: A Feminicidio Testimonio of Violence and Violent Identifications. Women's Studies in Communication 37:3, pages 313-338.
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Jennifer Esposito. (2014) “Students Should not be Your Friends”: Testimonio by a Latina on Mothering One's Own, Othermothering, and Mentoring Students in the Academy. Equity & Excellence in Education 47:3, pages 273-288.
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