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Item Testimonios of (In)Justice and Communal Spaces: Four Latinas in Their First Year Teaching(IUPUI Office of Community Engagement, 2022-06-22) Sosa, Teresa; School of EducationIn August 2020, four Latinas began their first year teaching and entered a school system that continues to emphasize policies, measures, and curriculum that supports racism and social injustice. Their first-hand experiences included a pandemic that largely challenged modes of delivery in schools and the lack of access for students of marginalized communities that made existing disparities even more obvious. But they also entered teaching at a time when there was renewed interest in openly pushing issues of race, oppression, and violence to the forefront. This article details how these four Latina teachers connected their testimonios to the current sociopolitical realities and to their commitment to social change through monthly zoom chats. Their chats became spaces of Convivencia, a way to engage, reflect, and support each other that is centered within a Latina womanist epistemology. Cultural Intuition was used to analyze their experiences and to point out key aspects of their testimonios that reflect their ways of knowing and agency. This piece concludes by making a case for how these types of communal spaces are necessary across various institutions and spaces for Latinas.Item Testimonios of teaching from four latina first-year teachers(Taylor & Francis, 2022-12-06) Sosa, Teresa; School of EducationIn 2020, first year teachers entered a school system that continued to emphasize policies, measures, and curriculum that support racism and social injustice. But first year teachers also entered at a time when there was renewed interest in openly pushing issues of race, oppression and violence into the forefront. I write about the lived experiences of four Latina teachers that were co-constructed as testimonios through dialogue and conversation. This work centers their voices as their tellings are fundamental to our understanding of the challenges in schools. For these teachers, blaring inconsistencies between their social justice endeavors and what they experienced were made clear and their classrooms became sites of contestation towards realizing teaching as it should be. Their work is situated in schools as focal places that reflect inequitable macro spaces and, at the same time, serve as places to resist subjugation and generate openings of alternate possibilities.