Teaching Through Testimonio: Accessing Community Cultural Wealth in School

Christina Passos DeNicolo, Mónica González, Socorro Morales, Laura Romaní

Research output: Contribution to journalArticlepeer-review

Abstract

Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom.

Original languageEnglish (US)
Pages (from-to)228-243
Number of pages16
JournalJournal of Latinos and Education
Volume14
Issue number4
DOIs
StatePublished - Oct 2 2015
Externally publishedYes

Keywords

  • bilingual education
  • community cultural wealth
  • critical race theory
  • elementary
  • English learners
  • Latino critical race theory
  • pedagogy
  • testimonio

ASJC Scopus subject areas

  • Cultural Studies
  • Education

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