Citation of “We teach who we are”: A study of two Latino transformative educators

Annotation by Nadia Bhuiyan

Article Summary

Albers and Frederick tell the story of two Latino critical literacy teachers and their transformative work with their former low-percentile Latino ninth grade students. During the one-year ethnographic study, the teachers’ critical reflection of the curriculum led them to employ a multi-modal approach for a more culturally situated and student-centered curriculum. Their own Latino identities and shared social justice perspectives allowed them to construct successful ways to give their students opportunities for critical inquiry and affect their literacy.   

Article Assessment

The story of Rosita and Emiliano is an inspiring case of transformative work. The teachers took measures to counter the system that labeled their students as ‘struggling’ and advocated for changes on many levels. Although they did not win every battle, it was clear that the reflection on their part and identification with the students made a real impact. Their work did not end with this study as the end-notes reveal, and both teachers continue to work towards social change. My narrative look at my class curriculum will be from a social justice perspective.

Key Quotations

On the benefits of a critical literacy curriculum

“With the social pressures that come with adolescence, integration of topics often considered taboo and often left out of the curriculum enable students to engage in authentic and critical inquiry, inquiry that allows them to interrogate the very pressures that operate in their own lives” (p.253).

On the potential of transformative teaching

“Transformative educators understand that their practices alone will not change social structures and hegemonic ideologies; however, transformative teaching enables teachers to extend their own agency and work toward countering and teaching against such structures and hierarchies”(p.235).