Abstract

Two researchers document how veteran Chicana teacher activists, who have taught more than 15 years, remain in the classroom and challenge the pedagogy of control in urban schools. Our findings show that networking and relationships for Chicana teacher activists is developed on the basis of a common political agenda and a love of children. All of these teachers assist their students in retaining their Chicana/o language, culture, and Chicana/o identity is of primary importance and subversively alter the standardized curriculum to do so. The testimonios of these maestras dedicadas provide insights into the daily challenges veteran Chicana teachers face while negotiating the classroom during these troubled times. The seasoned activists also offer advice to new teacher activists.

How to Cite:

Burstein, J. H. & Montaño, T., (2011) “Maestras Dedicadas: A Portrait of Chicana Teacher Activism in Troubled Times”, International Journal of Critical Pedagogy 3(3).