Formación de docentes. Narrativa de una estudiante en formación sobre la identidad negra
PDF (English)
HTML (English)

Palabras clave

Identidad negra
formación inicial docente
identidad alumno-docente
raza
zona de no-ser

Categorías

Cómo citar

Ubaque-Casallas, D. F., López-Forero, G., & Bohórquez González, L. C. (2023). Formación de docentes. Narrativa de una estudiante en formación sobre la identidad negra. Voces Y Silencios. Revista Latinoamericana De Educación, 14(2), 49–66. https://doi.org/10.18175/VyS14.1.2023.12

Resumen

Las identidades negras de los estudiantes-docentes apenas han sido documentadas en la formación inicial del profesorado. Aunque algunos estudios se han centrado en sus experiencias culturales, sus identidades aún están inexploradas para entender la formación docente. Es por ello que este estudio adopta una perspectiva narrativa para abordar, a través de entrevistas de relatos de vida, la formación identitaria y la experiencia de una mujer negra y una estudiante en formación de una universidad pública de Bogotá (Colombia). Al detenerse en su experiencia, este estudio reflexiona sobre cómo, aunque los estudiantes negros niegan sus identidades cuando aprenden un idioma extranjero y se convierten en maestros, sus antecedentes personales e históricos funcionan para posicionarse política e ideológicamente. Raza y cuerpo se convierten en categorías interseccionales para comprender sus procesos de resistencia. Esta exploración también discute cómo las representaciones discursivas tienen un interés en la constitución de las identidades negras en la formación docente.

https://doi.org/10.18175/VyS14.1.2023.12
PDF (English)
HTML (English)

Citas

Adams, B. (2022). Teacher Candidates and Their Transformed Understanding of Diversity and Social Justice in a Teacher Education Program. Critical Questions in Education, 13(1), 60-78.

Aldana, Y. (2019). El Materialese como pensamiento fronterizo: La voz multimodal de los materiales de

aprendizaje bilingües. Voces y Silencios. Revista Latinoamericana de Educación, 10(1), 165-186. https://doi.org/10.18175/vys10.1.2019.12

Al-Jaro, M. S., & Asmawi, A. (2019). An EFL Teacher Education Programme: Issues and Concerns from

a Yemeni University. Arab World English Journal, 10(1) 139-154. https://doi.org/10.24093/awej/vol10no1.13

Balbontín Alvarado, R. P., & Muñoz, N. R. (2022). Teachers’ identities in rural areas from Chile. Journal of Higher Education Theory & Practice, 22(16), 39-50. https://doi.org/10.33423/jhetp.v22i16.5599

Alzhrani, N. (2023). Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms. Asian-Pacific Journal of Second & Foreign Language Education, 8(1), 1-19. https://doi.org/10.1186/s40862-022-00172-3

Andreotti, V. (2011). Actionable Postcolonial Theory in Education. New York: Palgrave Macmillan US.

Apple, M. (2019). Ideology and Curriculum. Routledge.

Banks, J. (2019). An Introduction to Multicultural Education. Pearson

Barkhuizen, G. (2013). Narrative Research in Applied Linguistics. Cambridge University Press.

Bonilla Medina, S. X., & Finardi, K. (2022). Critical Race and Decolonial Theory Intersections to Understand the Context of ELT in the Global South. Íkala, Revista de Lenguaje y Cultura, 27(3), 822-839. https://doi.org/10.17533/udea.ikala.v27n3a13

Braun, V., Clarke, V., & Weate, P. (2016). Using thematic analysis in sport and exercise research. In B. Smith & A. C. Sparkes (Eds.), Routledge Handbook of Qualitative Research in Sport and Exercise (pp. 191- 205). Routledge.

Bryan, K., Romney-Schaab, M., & Cooper, A. (2022). The illusion of Inclusion: Blackness in ELT. The CATESOL Journal, 33(1), 1-13. https://files.eric.ed.gov/fulltext/EJ1365708.pdf

Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-Service English Teachers’ Voices About the Teaching Practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420

Castañeda-Peña, H., & Méndez-Rivera, P. (2022). Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching. Íkala, Revista de Lenguaje y Cultura, 27(3), 804-821. https://doi.org/10.17533/udea.ikala.v27n3a12

Castañeda-Peña, H., Ubaque-Casallas, D., & Delgado-Ochoa, J. (2022). Embodied gender/sex identity and English language teaching: Two narratives and dissident identities from Colombia. Issues in Educational Research, 32(3), 906-924. http://www.iier.org.au/iier32/castaneda-pena.pdf

Charity Hudley, M., & Mallinson, C. (2014). We Do Language. English Language Variation in the Secondary English Classroom. Teachers College Press.

Choe, H., & Seo, Y. (2021). Negotiating teacher identity: Experiences of Black teachers of English in Korean ELT: How race and English language teacher identity intersect in the Expanding Circle. English Today, 37(3), 148-155. doi:10.1017/S0266078419000531

Coskun, A., & Daloglu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model. Australian Journal of Teacher Education, 35(6), 24-42. https://doi.org/10.14221/ajte.2010v35n6.2

Davies, B., & Harré, R. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behaviour, 20(1), 43-63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x

de Sousa Santos, B. (2009). Una epistemología del sur. México: Clacso Ediciones.

de Sousa Santos, B. (2015). Epistemologies of the South: Justice Against Epistemicide. Routledge.

Doherty, K. (2022). Harmonizing Practice-Based and Social Justice Approaches to Teacher Education:

Toward a Framework of SJ-PBTE. Issues in Teacher Education, 31(3), 26–44.

Durán Narváez, N. C., Lastra Ramírez, S. P., & Morales Vasco, A. M. (2017). Creencias de estudiantes en formación docente sobre la enseñanza del inglés: Discurrir y práctica. Folios, (45), 177-193. https://doi.org/10.17227/01234870.45folios177.193

Escobar Gómez, M. (2019). Responsabilidad decolonial dentro de la educación superior internacional: Compromiso institucional y estrategias de resistencia. Voces y Silencios. Revista Latinoamericana de Educación, 10(1), 113-126. https://doi.org/10.18175/vys10.1.2019.09

Fanon, F. (2010). Piel negra, máscaras blancas. Akal.

Freeman, D. (2001). Second Language Teacher Education. In D. Nunan & R. Carter (Eds.), The Cambridge

Guide to Teaching English to Speakers of Other Languages (pp. 72-79). Cambridge University Press. https://doi.org/10.1017/CBO9780511667206.011.

Foucault, M. (1970). The Order of Things: An Archeology of the Human Sciences. Pantheon.

Furlong, J., Griffiths, J., Hannigan-Davies, C., Harris, A., & Jones, M. (2021). The reform of initial teacher education in Wales: from vision to reality. Oxford Review of Education, 47(1), 61-78. https://doi.org/10.1080/03054985.2020.1842180

Garcia-Chamorro, M., & Rosado-Mendinueta, N. (2021). Embracing conceptualizations of English language teacher education from a complexity perspective. Profile: Issues in Teachers’ Professional Development, 23(2), 281-295. https://www.redalyc.org/articulo.oa?id=169268200018

George, R., Maier, R., & Robson, K. (2020). Ignoring race: A comparative analysis of education policy in British Columbia and Ontario. Race Ethnicity and Education, 23(2), 159-179. https://doi.org/10.1080/13613324.2019.1679754

Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167-182. https://doi.org/10.1080/09650791003740725

Granados-Beltrán, C. (2016). Critical Interculturality. A Path for Pre-Service ELT Teachers. Íkala, Revista de Lenguaje y Cultura, 21(2), 171-187. https://doi.org/10.17533/udea.ikala.v21n02a04

Hall, S. (1997). Introduction: Who Needs “Identity”? (pp. 1-17) In S. Hall, & P. D. Gay (Eds.), Questions of

Cultural Identity. Sage Publications.

Hawkins, M. R. (2011). Social Justice Language Teacher Education. Multilingual Matters.

Hurst, A. L. (2008). A Healing Echo: Methodological Reflections of a Working-Class Researcher on Class. Qualitative Report, 13(3), 334-352. https://doi.org/10.46743/2160-3715/2008.1582

Khan, S. (2005). Reconfiguring the Native Informant: Positionality in the Global Age. Signs, 30(4), 2017-2035. https://doi.org/10.1086/428423

Kilomba, G. (2010). Plantation Memories. Episodes of Everyday Racism. UNRAST.

Kachru, B. B. (1990). World Englishes and Applied Linguistics. World Englishes, 9(1), 3-20. https://doi.org/10.1111/j.1467-971X.1990.tb00683.x

Kimsesiz, F. (2023). The EFL Teachers’ Self-Perceptions of Professional Teacher Identity in Turkey. Kastamonu Education Journal, 31(2), 175-185. https://doi.org/10.24106/kefdergi.1271468

Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550. https://doi.org/10.1111/j.1467-971X.2003.00317.x

Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act? TESOL Quarterly, 50(1), 66-85. https://doi.org/10.1002/tesq.202

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.

Le Gal, D. (2018). English Language Teaching in Colombia: A Necessary zaradigm Shift. Matices en Lenguas Extranjeras, (12), 154-187. http://dx.doi.org/10.2139/ssrn.3420094

Mahtani, M. (2002). What’s in a name? Exploring the employment of “mixed race” as an identification. Ethnicities, 2(4), 469-490. https://doi.org/10.1177/14687968020020040201

McPhail, C. J. (2021, April 26). Fostering social justice in higher education. Diverse: Issues in Higher Education, 38(2). https://www.diverseeducation.com/institutions/community-colleges/article/15108962/

fostering-social-justice-in-higher-education

Maldonado‐Torres, N. (2011). Thinking through the decolonial turn: Post‐continental interventions in theory, philosophy, and critique—An introduction. Transmodernity: Journal of Peripheral Cultural Production of the Luso‐Hispanic World, 1(2), 240-270.

Márquez García, M.J., Cortés González, P., Leite Méndez, A.E., & Espinosa Torres, I. (2019). Narrativas de vida y educación. Diálogos para el cambio social. Octaedro.

Mayfield, V. (2021). Learning to challenge: Racial “Colorblindness.” Educational Leadership, 78(5), 33-37.

Méndez López, M. G. (2020). Emotions Attributions of ELT Pre-Service Teachers and Their Effects on

Teaching Practice. Profile: Issues in Teachers’ Professional Development, 22(1), 15-28. https://www.redalyc.org/articulo.oa?id=169262261002

Mignolo, W. (2021). The Politics of Decolonial Investigations. Duke University Press

Moody, S. M., Li-Jen Kuo, & Eslami, Z. R. (2022). Learning to Be Teachers: Preservice Teacher Descriptions of Practice-Based Teacher Education. Issues in Teacher Education, 31(3), 5-25.

Núñez-Pardo, A. (2020). Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks. HOW, 27(2), 113-133. https://doi.org/10.19183/how.27.2.566

Núñez Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis. Íkala, Revista de Lenguaje y Cultura, 27(3), 702-724. https://doi.org/10.17533/udea.ikala.v27n3a07

Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. Pearson

Education.

Patel, L. (2016). Decolonizing Educational Research. From ownership to answerability. Routledge.

Perouse-Harvey, E. (2022). Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education. Teachers College Record, 124(7), 51-81. https://doi.org/10.1177/01614681221111429

Salinas, D., & Ayala, M. (2018). EFL Student-Teachers’ Identity Construction: A Case Study in Chile. HOW, 25(1), 33-49. https://doi.org/10.19183/how.25.1.380

Schiera, A. J., Marshall-Butler, J., & Carl, N. M. (2022). Identifying a Core Set of Social Justice Practices: A Delphi Expert Panel Approach. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Quijano, A. (2000). Colonialidad del poder, eurocentrismo y América Latina. In E. Lander (Ed.). La colonialidad del saber: eurocentrismo y ciencias sociales (pp.122-151). Buenos Aires: CLACSO.

Sleeter, C., Montecinos, C., & Jiménez, F. (2016). Preparing teachers for social justice in the context of education policies that deepen class segregation in schools. The case of Chile. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools (pp. 171-191). Springer.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1). http://resolver.scholarsportal.info/resolve/19298692/v01i0001/nfp_dinam.xml

Ubaque-Casallas, D. F. (2021). Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT. HOW, 28(2), 33-52. https://doi.org/10.19183/how.28.2.604

Ubaque-Casallas, D. F., & Aguirre-Garzón, E. (2020). Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers. Profile: Issues in Teachers’ Professional Development, 22(2), 131-144. https://doi.org/10.15446/profile.v22n2.80687

Usma, J., Ortiz, J., & Gutierrez, C. (2018). Indigenous Students Learning English in Higher Education: Challenges and Hopes. Íkala, Revista de Lenguaje y Cultura, 23(2), 229-254. https://doi.org/10.17533/udea.ikala.v23n02a03

Vasilachis de Gialdino, I. (2012). De “la” forma de conocer a “las” formas de conocer. In N. Denzin & Y. Lincoln (Eds.), Paradigmas y perspectivas en disputa. Manual de investigación cualitativa (pp. 11-26, Vol. II). Gedisa.

Vilarinho, J., Pires, V., & Rocha, R. (2020). Towards a Decolonial Language Teacher Education. Revista Brasileira de Linguística Aplicada, 20(2), 301-324. http://dx.doi.org/10.1590/1984-6398202015468

Walsh, C. (2007). Interculturalidad y colonialidad del poder. Un pensamiento y posicionamiento ‘’otro’’ desde la diferencia colonial. In S. Castro-Gómez & R. Grosfoguel (Eds.). El giro decolonial. Reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 47-62). Bogotá: Siglo del Hombre Editores; Universidad Central, Instituto de Estudios Sociales Contemporáneos y Pontificia Universidad Javeriana, Instituto Pensar.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Yedaide, M. M., Alvarez, Z., & Porta, L. (2015). La investigación narrativa como moción epistémico-política. Revista Científica Guillermo de Ockham, 13(1), 27-35.

Zhu, G., Rice, M., Rivera, H., Mena, J., & Van Der Want, A. (2020). “I did not feel any passion for my teaching”: a narrative inquiry of beginning teacher attrition in China. Cambridge Journal of Education, 50(6), 771- 791. https://doi.org/10.1080/0305764X.2020.1773763