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<p>As four educators who teach a Critical Education Studies course for pre-service teachers at a public university in Texas, we have gathered to critically reflect and re-imagine our pedagogical practices guided by frameworks of critical cariño. We situate this work within our broader political moment in Texas, such as with attacks on academic freedom, freedom of speech violations, and the banning of Diversity, Equity and Inclusion programming and initiatives at universities across the state. This political landscape has created a sense of precarity for educators such as ourselves, who teach courses that centralize discussions about legacies of racism, colonialism and other modalities of power in education. From this unraveling political moment, we draw on testimonio <i>co-creado</i>, or “testimonial co-creation” (Prieto and Villenas in Equity Excell Educ 45:411–429, 2012), to share the various ways we have approached our pedagogical practices during a time of heightened surveillance and censorship. We share reflections on our pedagogical approaches through caminatas as a way to centralize the community, familial, and embodied knowledges of our students, and the historical communities and Indigenous lands which situate our places of teaching and learning. Our testimonios co-creados reveal that these caminatas served as essential tools for enacting critical cariño, through building meaningful connections that transcend typical classroom dynamics, such as validating the lived experiences, familial histories, linguistic repertoires, and students’ saberes, especially in the face of a political environment that is working to dismantle our abilities to teach, discuss and organize around issues of racism and ongoing colonialism.</p>

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Testimonio Co-creado by Teacher Educators in Texas: Enacting Critical Cariño Pedagogy Through Caminatas in Precarious Times

  • 期刊论文

  • 发表日期：

    2026年2月12日

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  • Celine Norman,
  • Marial Quezada,
  • Patricia Nuñez,
  • Luis Urrieta

摘要

As four educators who teach a Critical Education Studies course for pre-service teachers at a public university in Texas, we have gathered to critically reflect and re-imagine our pedagogical practices guided by frameworks of critical cariño. We situate this work within our broader political moment in Texas, such as with attacks on academic freedom, freedom of speech violations, and the banning of Diversity, Equity and Inclusion programming and initiatives at universities across the state. This political landscape has created a sense of precarity for educators such as ourselves, who teach courses that centralize discussions about legacies of racism, colonialism and other modalities of power in education. From this unraveling political moment, we draw on testimonio co-creado, or “testimonial co-creation” (Prieto and Villenas in Equity Excell Educ 45:411–429, 2012), to share the various ways we have approached our pedagogical practices during a time of heightened surveillance and censorship. We share reflections on our pedagogical approaches through caminatas as a way to centralize the community, familial, and embodied knowledges of our students, and the historical communities and Indigenous lands which situate our places of teaching and learning. Our testimonios co-creados reveal that these caminatas served as essential tools for enacting critical cariño, through building meaningful connections that transcend typical classroom dynamics, such as validating the lived experiences, familial histories, linguistic repertoires, and students’ saberes, especially in the face of a political environment that is working to dismantle our abilities to teach, discuss and organize around issues of racism and ongoing colonialism.