This collection of essays presents a theoretically grounded and research-based process in which the multiple facets of self are explored. While these facets have been studied in the literature using universal theories, Despertando el Ser posits that it is important to generate our own epistemological understandings grounded in the lived experience of Latina/o educators. Moving away from majoritarian perspectives of teacher personal development, using a sociocultural and critical theory kaleidoscopic lens, this book critically examines the notion of Latino teacher identities and other facets of self. Despertando el Ser theorizes that a Latino teacher's identity is an intersection between the personal and professional selves consisting of ethnic/cultural identities, consciousness, beliefs, and motives for teaching. Presented in Despertando el Ser is an awakening of self as an ethnic/cultural being, exploring positionality and consciousness, and unearthing our beliefs about learning and teaching. Using varied methodologies, this book provides chapters in which the facets of self are uncovered and explored within diverse educational contexts. Each chapter provides questions to assist the reader to engage in critical reflection. This book can be used for teacher candidates, teachers in practice, teacher educators, and researchers.

The growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators.

Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Cel?don-Pattichis, Lourdes Diaz-Soto, Eugene Garc?a, Virginia Gonz?les, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha P?rez, Mari Riojas-Cortez, Francisco Rios, Concepci?n Valadez, and Angela Valenzuela.

Much ink has been spilled over the men of the Mexican Revolution, but far less has been written about its women. Kathy Sosa, Ellen Riojas Clark, and Jennifer Speed set out to right this wrong in Revolutionary Women of Texas and Mexico, which celebrates the women of early Texas and Mexico who refused to walk a traditional path. The anthology embraces an expansive definition of the word revolutionary by looking at female role models and subversives from the last century and who stood up for their visions and ideals and continue to stand for them today. Eighteen portraits provide readers with a glimpse into each figure's life and place in history. At the heart of the portraits are the women of the Mexican Revolution (1910–1920)�—like the soldaderas who shadowed the Mexican armies, tasked with caring for and treating the wounded troops. Filling in the gaps are iconic godmothers� like the Virgin of Guadalupe and La Malinche, whose stories are seamlessly woven into the collective history of Texas and Mexico. Portraits of artists Frida Kahlo and Nahui Olin and activists Emma Tenayuca and Genoveva Morales take readers from postrevolutionary Mexico into the present. Each portrait includes a biography, an original pen-and-ink illustration, and a historical or literary piece by a contemporary writer who was inspired by their subject’s legacy. Sandra Cisneros, Laura Esquivel, Elena Poniatowska, Carmen Tafolla, and others bring their experience to bear in their pieces, and Jennifer Speed’s introduction contextualizes each woman in her cultural-historical moment. A foreword by civil rights activist Dolores Huerta and an afterword by scholar Norma Elia Cantú bookend this powerful celebration of women who revolutionized their worlds.

This collection of essays presents a theoretically grounded and research-based process in which the multiple facets of self are explored. While these facets have been studied in the literature using universal theories, Despertando el Ser posits that it is important to generate our own epistemological understandings grounded in the lived experience of Latina/o educators. Moving away from majoritarian perspectives of teacher personal development, using a sociocultural and critical theory kaleidoscopic lens, this book critically examines the notion of Latino teacher identities and other facets of self. Despertando el Ser theorizes that a Latino teacher's identity is an intersection between the personal and professional selves consisting of ethnic/cultural identities, consciousness, beliefs, and motives for teaching. Presented in Despertando el Ser is an awakening of self as an ethnic/cultural being, exploring positionality and consciousness, and unearthing our beliefs about learning and teaching. Using varied methodologies, this book provides chapters in which the facets of self are uncovered and explored within diverse educational contexts. Each chapter provides questions to assist the reader to engage in critical reflection. This book can be used for teacher candidates, teachers in practice, teacher educators, and researchers.

While there are volumes that fall into the category of children's literature, there appears to be relatively few that explore the needs of bilingual learners and the linguistic and sociocultural context of Latino children's literature. This volume makes a needed contribution by addressing the social, cultural, academic, and linguistic needs of Latino bilingual learners who are still underserved through current school practices. We aim to conceptualize different forms of social knowledge so that they can serve as cultural resources for learning, acquiring knowledge, and transforming self and identity. This volume presents a balance of theory, research, and practice that speak to authentic multicultural Latino literature and helps ensure its availability for all students. The intended outcome of this volume then is to create a heightened awareness of the cultural and linguistic capital held by the Latino community, to increase Latino students' social capital through the design of critical pedagogical practices, and for the formulation of a new perspective, that of Latino multicultural literature for children.

The growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators. Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Cel don-Pattichis, Lourdes Diaz-Soto, Eugene Garc a, Virginia Gonz les, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha P rez, Mari Riojas-Cortez, Francisco Rios, Concepci n Valadez, and Angela Valenzuela.

Generating Transworld Pedagogy: Reimagining La Clase Magica lays the foundation for addressing one of the greatest challenges in the 21st century: meeting the educational needs of a diverse society living in a complex, technology-driven world. It extends bilingual and bicultural transformative critical pedagogy by appropriating the use of mobile devices and digital tools within an after-school setting. Four theoretical concepts anchor this collection: the dialectic method, concepts of culture, a bilingual/bicultural critical pedagogy, and the notion of the sacred sciences. Generating Transworld Pedagogy showcases the intersection of learners' linguistic, cultural, and historical knowledge as critical tools for learning and for navigating the broader society. The volume serves as an ideal framework for preparing teacher educators and teacher candidates for a world in motion. It provides a deeper understanding of the conditions needed to create the ideal learning and teaching opportunities for bilingual learners. Special highlights include a comprehensive resource for integrating linguistic and cultural diversity within a technological and global perspective for 21st century teachers and learners; a resource for launching the model in new sociocultural contexts; an exemplar of the innovative uses of mobile technology and digital literacies within the learning setting; and a model for engaging in socially-designed community-based research that can extend to an international scale.

While there are volumes that fall into the category of children's literature, there appears to be relatively few that explore the needs of bilingual learners and the linguistic and sociocultural context of Latino children's literature. This volume makes a needed contribution by addressing the social, cultural, academic, and linguistic needs of Latino bilingual learners who are still underserved through current school practices. We aim to conceptualize different forms of social knowledge so that they can serve as cultural resources for learning, acquiring knowledge, and transforming self and identity. This volume presents a balance of theory, research, and practice that speak to authentic multicultural Latino literature and helps ensure its availability for all students. The intended outcome of this volume then is to create a heightened awareness of the cultural and linguistic capital held by the Latino community, to increase Latino students' social capital through the design of critical pedagogical practices, and for the formulation of a new perspective, that of Latino multicultural literature for children.