References
- Acosta, R., & Blanco, G. (1978). Competencies for university programs in bilingual education. U.S. Government Printing Office.
- Aleman, S. (2012). Testimonio as praxis for a reimagined journalism model and pedagogy. Equity and Excellence in Education, 45(3), 488–506. https://doi.org/10.1080/10665684.2012.698175
- Amanti, C. (2019). Is native-speakerism impacting the dual language immersion teacher shortage? Multilingua, 38(6), 675–686. https://doi.org/10.1515/multi-2018-0011
- Aneja, G. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572–596. https://doi.org/10.1002/tesq.315
- Arroyo-Romano, J. (2016). Bilingual education candidates’ challenges meeting the Spanish language/bilingual certification exam and the impact on teacher shortages in the state of Texas, USA. Journal of Latinos and Education, 15(4), 275–286. https://doi.org/10.1080/15348431.2015.1134539
- Bell, L. (2010). Storytelling for social justice: Connecting narrative and the arts in antiracist teaching. Routledge.
- Beverley, J. (2000). Testimonio, subalternity, and narrative authority. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 547–558). Sage.
- Boj Lopez, F., & Grande, S. (2019). Decolonizing in unexpected places. International Journal of Human Rights Education, 3(1), 1–19. https://repository.usfca.edu/ijhre/vol3/iss1/9
- Burciaga, R., & Tavares, A. (2006). Our pedagogy of sisterhood: A testimonio. In D. Delgado Bernal, C. Elenes, F. Godinez, & S. Villenas (Eds.), Chicana/Latina feminist pedagogies and epistemologies of everyday life: Educacion en la familia, comunidad y escuela (pp. 133–142). State University of New York Press.
- Caldas, B. (2019). To switch or not to switch: Bilingual pre-service teachers’ reflections on the place of translanguaging in their future classrooms. TESOL Journal, 10(4), 1–16. https://doi.org/10.1002/tesj.485
- Caldas, B., Palmer, D., & Schwedhelm, M. (2018). Speaking educación in Spanish: Linguistic and professional development in a bilingual teacher education program in the U.S.-Mexico Borderlands. International Journal of Bilingual Education and Bilingualism, 22(1), 49–63. https://doi.org/10.1080/13670050.2018.1510894
- Cervantes-Soon, C. (2012). “Testimonios” of life and learning in the borderlands: Subaltern Juarez girls speak. Equity and Excellence in Education, 45(3), 373–391. https://doi.org/10.1080/10665684.2012.698182
- Cervantes-Soon, C. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 64–82. https://doi.org/10.1080/15235882.2014.893267
- Chaparro, S. (2020). School, parents, and communities: Leading parallel lives in a two-way immersion program. International Multilingual Research Journal, 14(1), 41–57. https://doi.org/10.1080/19313152.2019.1634957
- Delgado Bernal, D., Burciaga, R., & Flores, C. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity and Excellence in Education, 45(3), 363–372. https://doi.org/10.1080/10665684.2012.698149
- Espino, M., Vega, I., Rendon, L., Ranero, J., & Muniz, M. (2012). The process of reflexión in bridging testimonios across lived experience. Equity and Excellence in Education, 45(3), 444–459. https://doi.org/10.1080/10665684.2012.698188
- Freire, P. (1973). Pedagogy of the oppressed. Seabury.
- Grosjean, F. (2010). Myths about bilingualism. Harvard University Press.
- Guerrero, M. C., & Guerrero, M. D. (2020). La creación de un nuevo espacio: Se buscan profesores de español y educación bilingüe comprometidos [The creation of a new space: Spanish teachers wanted and committed bilingual education]. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2020.1719840
- Guerrero, M. D., & Guerrero, M. C. (2013). El discurso del español académico en una zona fronteriza: Un caso de colonización benevolente [The discourse of academic Spanish in a border area: A case of benevolent colonization]. Journal of Latinos and Education, 12(4), 239–253. https://doi.org/10.1080/15348431.2013.785407
- Gugelberger, G. M. (1996). The real thing: Testimonial discourse and Latin America. Duke University Press.
- Haddix, M. (2017). Diversifying teaching and teacher education: Beyond rhetoric and toward real change. Journal of Literacy Research, 49(1), 141–149. https://doi.org/10.1177/1086296X16683422
- Heider, K. (2001). The Rashomon effect: When ethnographers disagree. American Anthropologist, 90(1), 73–81. https://doi.org/10.1525/aa.1988.90.1.02a00050
- Heiman, D. (in press). “So, is gentrification good or bad?”: One teacher’s implementation of the fourth goal in her TWBE classroom. Anthropology & Education Quarterly.
- Heiman, D., & Caldas, B. (2016, April). “Hablando pa’tras”: Examining the messy road to translanguage a bilingual teacher preparation program [Conference presentation]. Washington DC.
- Latina Feminist Group. (2001). Telling to live: Latina feminist testimonios. Duke University Press.
- Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of U.S. Latinxs. In K. Potowski (Ed.), Handbook of Spanish as a minority/heritage language (pp. 345–358). Routledge.
- Macedo, D., & Bartolomé, L. (2014). Multiculturalism permitted in English only. International Multilingual Research Journal, 8(1), 24–37. https://doi.org/10.1080/19313152.2014.852426
- Madison, S. (2012). Critical ethnography: Method, ethics, and performance. Sage.
- Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26–42. https://doi.org/10.1080/19313152.2014.977712
- Moraga, C., & Anzaldúa, G. (1981). This bridge called my back: Writings by radical women of color. Aunt Lute Books.
- Nance, K. (2006). Can literature promote justice? Trauma narrative and social action in Latin American testimonio. Vanderbilt University Press.
- Pacheco, M., & Hamilton, C. (2020). Bilanguaging love: Latina/o/x bilingual students’ subjectivities and sensitivities in dual language immersion contexts. TESOL Quarterly, 54(3), 548–571. https://doi.org/10.1002/tesq.585
- Pérez, B., Bustos, B., & Strecker, S. (2003). Biliteracy teacher education in the U. S. Southwest. In N. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 207–231). Multilingual Matters.
- Pérez Huber, L. (2009). Disrupting apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639–654. https://doi.org/10.1080/09518390903333863
- Reyes, G., Banda, R., & Caldas, B. (2020). Latina/Chicana embodied pedagogies of care: Cross-study themes of care for Latinx students. Journal of Latinos and Education. http://doi.org/10.1080/15348431.2020.1791120
- Rodríguez, C. (2020). The poetics of one’s testimony. Journal of Curriculum and Pedagogy. http://doi.org/10.1080/15505170.2020.1764414
- Russel Y Rodriguez, M. (2007). Messy spaces: Chicana testimonio and the undisciplining of ethnography. Chicana/Latina Studies: A Journal of Mujeres Activas En Letras Y Cambio Social, 7(1), 86–121. http://www.jstor.org/stable/23014675
- San Pedro, T., & Kinloch, V. (2017). Toward projects in humanization: Research on co-creating and sustaining dialogic relationships. American Educational Research Journal, 54(1), 273–294. https://doi.org/10.3102/0002831216671210
- Solorzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
- Valdez, V. E., Freire, J. A., & Delavan, M. G. (2016). The gentrification of dual language education. Urban Review, 48(4), 601–627. https://doi.org/10.1007/s11256-016-0370-0
- Varghese, M. (2006). Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211–224. https://doi.org/10.1080/01434630608668776