Abstract
This paper, drawn from the forthcoming book manuscript Las Raíces as My Strength: Latinx Pre-and In-Service Teachers in the New Latinx South, explores how education centered on identity can inform professional development and teacher preparation programs within the rapidly changing U.S. South. Through a critical, narrative methodology termed pláticas, this study presents the unfiltered voices of Latinx pre-service (PSTs) and in-service teachers, offering detailed accounts of their professional pathways, cultural wealth, and pedagogical identities. The analysis explores the critical influence of teacher characteristics—their lived histories and cultural identity—on their educational process. Their narratives detail “invisible barriers” they encounter, including struggles with bilingual identity management and systemic financial burdens that impede access to and retention in teacher education programs. Conversely, drawing on community cultural wealth, the study reveals how participants consciously utilize their cultural roots (raíces) and commitment to mi gente as a poweful form of social and educational capital. This commitment manifests as “critical caring,” a humanistic pedagogical approach deeply informed by their experiences. The study argues that traditional professional development models often ignore these valuable humanistic resources, leading to “subtractive schooling”. We propose that institutions must adopt transformative, asset-based practices, such as The Pláticas Project, led by the authors, which validates and amplifies individual narratives. By centering the educator’s complete identity, we can foster a more equitable and sustaining profession, ultimately contributing to a more inclusive, human-centered vision for education for a new humanity in the South.
Presenters
Paula GuerraProfessor, Department of Elementary and Early Childhood Education, Kennesaw State University, Georgia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Pre-service teachers, In-service Teachers, Latinx, Identity
