Intersectionality, Liminal Space: A Teacher’s Testimonio using in a Writing College Class
Abstract
Decolonization is a delinking of the colonized curriculum in the classroom. The purpose of this paper is to analyze the use of in a freshman, writing college class through my own and how this praxis is empowering not only myself but my students, too. Anzaldua’s autohistoria of self-knowledge provides the theoretical framework. My offers an intersectional space as a practitioner, as a student, as a Latina, and as a person of color. It is creating a critical consciousness that disrupts educators and students alike. While my study using the testimonio in my classroom is still emerging, I offer a preliminary account in this paper. The use of the testimonio directly in the classroom offers an opportunity for further research by educators, education research, and teacher preparation as a form of delinking colonized curriculum.
Presentation Description
Unavailable
Location
Stream B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Montoya, Amy, "Intersectionality, Liminal Space:
A Teacher’s Testimonio using in a Writing College Class" (2021). Curriculum Studies Summer Collaborative. 77.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/77
Intersectionality, Liminal Space: A Teacher’s Testimonio using in a Writing College Class
Stream B
Decolonization is a delinking of the colonized curriculum in the classroom. The purpose of this paper is to analyze the use of in a freshman, writing college class through my own and how this praxis is empowering not only myself but my students, too. Anzaldua’s autohistoria of self-knowledge provides the theoretical framework. My offers an intersectional space as a practitioner, as a student, as a Latina, and as a person of color. It is creating a critical consciousness that disrupts educators and students alike. While my study using the testimonio in my classroom is still emerging, I offer a preliminary account in this paper. The use of the testimonio directly in the classroom offers an opportunity for further research by educators, education research, and teacher preparation as a form of delinking colonized curriculum.
