Term of Award
Fall 2025
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Ming Fang He
Committee Member 1
Robert Lake
Committee Member 2
Alma Stevenson
Committee Member 3
Ganiva Reyes
Abstract
Theoretically building upon culturally relevant/responsive/sustaining pedagogies (Gay, 2000/2010/2018; González et al., 2005; Ladson-Billings, 1994/2009; Ladson-Billings, 2021; Paris & Alim, 2017) and Latinx curriculum theorizing (Reyes, 2021; Berry, Kalinec-Craig, & Rodríguez, 2019) and methodologically drawing from testimonios as methodology, data collection method, and mode of expression and representation (e.g., Carrillo & Luna, 2019; Bernal et al., 2012; Latina Feminist Group, 2001), this dissertation explores Latina teachers’ knowledge on teaching through their testimonios on their experiences, memories, histories, and struggles in challenging times. Eight major findings have emerged from my dissertation inquiry in relation to the key research questions: (1) Allowing Latina/o students to use Spanish while learning English empowers them to become active learners and participants in their learning communities. (2) Representation in school personnel and recognition of their cultural knowledge in curriculum positively impacts Latina/o students’ success in schools. (3) Good mentors and positive relationships with teachers have long-lasting impacts for teachers to engage with their own students in their pedagogical practices. (4) Outside learning opportunities bring joy and inspiration to Latina/o students, which helps envision new possibilities. (5) Understanding traditional Latina/o gender roles and cultural norms helps teachers to communicate more effectively within school communities, which helps establish safe spaces for Latina/o students to share, discuss, and transgress their experience of oppression. (6) Engaging Latina/o students in Latinx literature enables them to see themselves in the stories of others with similar cultural and linguistic backgrounds, develop more understandings towards their common struggles, and build up allies and communities to develop strategies to struggle against oppression in their lives. (7) Informing and involving Latinx communities and increasing their cultural representation in school curriculum create opportunities for passing on cultural knowledge and traditions through generations and create inspiring learning communities where Latina/o students have equal opportunities to thrive with their dreams and hopes and reach their highest potential (Siddle-Walker, 1996) in education and life. (8) Latina/o testimonios transgress traditional theoretical traditions and methodological boundaries to empower silenced, marginalized, and neglected Latina/o individuals, groups, and communities in current situations in schools and communities.
Recommended Citation
Thompson, Denise F., "Latina Teachers' Testimonios on Teaching" (2025). College of Graduate Studies: Theses & Dissertations. 3037.
https://digitalcommons.georgiasouthern.edu/etd/3037
Research Data and Supplementary Material
No
