Postura Activista: Examining one bilingual teacher’s activism and commitment to the community she serves

ABSTRACT

This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and practices. Case findings point to the teacher’s approach and commitment were rooted in praxis and revealed how the embodiment of their critical consciousness worked to rewrite contexts where anti-immigrant practices took place. Additionally, case findings provide a framework for examining activist literacies as transformative acts in the reimagining and rewriting of unjust spaces.

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No potential conflict of interest was reported by the author(s).

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/15235882.2024.2303305).

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Doris Ann Villarreal

Doris Ann Villarreal is an Assistant Professor at the University of Missouri-St. Louis. She earned her Ph.D. in Curriculum and Instruction from the University of Texas at Austin. Dr. Villarreal has 13 years of bilingual elementary classroom teaching experience in urban public schools. Her experiences as a bilingual elementary teacher in Texas have led to her interests in the improvement and support of educational programs that serve students from diverse cultural and linguistic backgrounds. Her research interests include teacher activism and hybrid language practices in linguistically and culturally diverse teaching contexts with a focus on Latinx children as well as literacy teacher education.