Harvard Educational Review
  1. Winter 2012 Issue »

    Thriving in Our Identity and in the Academy

    Latina Epistemology as a Core Resource

    Milagros Castillo-Montoya and María Torres-Guzmán
    In this article, Milagros Castillo-Montoya and María Torres-Guzmán, two intergenerational Puerto Rican female scholars, use testimonios as a method for sharing funds of knowledge that may support and encourage emerging scholars’ efforts to critique, create, and expand on current educational theories, methods, and pedagogies. They draw on Chicana feminist epistemology to analyze their six-month charlas, informal conversations. They view their own Puerto Rican experiences from this lens and, in an effort to develop a Latina Epistemology Framework, expand the existing framework through a new dimension they refer to as lucha. They also put forth a model of research that furthers the use of testimonios as a mode of inquiry and as a process that may lead to mentorship in the academy for first-generation scholars.

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    Milagros Castillo-Montoya is a doctoral candidate and instructor in the Higher and Postsecondary Education Program at Teachers College, Columbia University. Her dissertation explores how first-generation African American and Latino students experience sociopolitical development as they engage with the subject matter of sociology. Her research areas of interest include student learning and development, college teaching and curriculum, and diverse institutions of higher education. Most recently Castillo-Montoya coauthored with Anna Neumann and Liza Bolitzer a chapter on culturally anchored liberal education in the Encyclopedia of Diversity (Sage Reference, 2012), edited by James E. Banks. She is also the author of the forthcoming book Cubans in New Jersey: Migrants Tell Their Stories (Newark Public Library Press).

    María E. Torres-Guzmán is a professor of bilingual education at Teachers College, Columbia University. She holds a PhD from Stanford University. With Bertha Pérez, she coauthored Learning in Two Worlds: An Integrated Spanish/English Biliteracy Approach (Pearson, 2001); with Ofelia Garcia and Tove Skutnabb-Kangas she coedited Imagining Multilingual Schools: Languages in Education and Glocalization (Multilingual Matters, 2006); with Roger Barnard she coedited Creating Classroom Communities (Multilingual Matters, 2008); and with Joel Gomez she coauthored Global Perspectives on Multilingualism: Unity in diversity (Teachers College Press, 2009). Her latest book is Freedom at Work: Language, Professional and Intellectual Development (Paradigm, 2010). In addition, she has published numerous journal articles and book chapters.

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    Winter 2012 Issue

    Abstracts

    Rules of the Culture and Personal Needs
    Witnesses’ Decision-Making Processes to Deal with Situations of Bullying in Middle School
    Silvia Diazgranados Ferráns, Robert L. Selman, and Luba Falk Feigenberg
    Transforming Teaching and Learning Through Social Movement in Mexican Public Middle Schools
    Santiago Rincón-Gallardo and Richard F. Elmore
    “Coming into Presence” as Mentally Ill in Academia
    A New Logic of Emancipation
    Rochelle Skogen

    Book Notes

    Postsecondary Education for American Indian and Alaska Natives
    Edited by Bryan McKinley Jones Brayboy, Amy J. Fann, Angelina E. Castagno, and Jessica A. Solyom

    Asian American Education—Identities, Racial Issues, and Languages
    Edited by Xue Lan Rong and Russell Endo