Deficit ideologies of identities labeled Latina, Spanish-speaking, and disabled permeate society, impacting how individuals, who are multiply marginalized by these identities, view themselves and their world. However, because of this intersectionality, they are uniquely positioned to understand themselves, others, and the community and to act upon systems of oppression to challenge the deficit myths surrounding them. The purpose of this study is to investigate ways in which bilingual preservice teachers with learning disabilities understand themselves as unique individuals residing in the Borderlands and develop their sense of identity and critical consciousness. The study uses testimonio, a narrative inquiry, to focus on the lived experiences, identities, and expressions of critical consciousness of six bilingual preservice teachers with learning disabilities at an HSI in the Borderlands. Data was collected through semi- structured interviews, researcher memos, and participant-generated documents.
The findings indicate that the Borderlands is a space of contradictions, where conflicting ideologies impact the identities and beliefs of the participants; feelings of despair, resiliency, and hope emerge as the participants navigate their intersectional identities through systemic oppression; and, while still cultivating their professional identities as teachers, they express development of critical consciousness by seeing, acting upon, and transforming reality. This study provides an understanding of expressions of identity and critical consciousness in participants who are multiply marginalized but have hope for the future; a future where all educational stakeholders must develop critical consciousness; cultural and educational spaces where intersectional identities are seen, honored and celebrated; and teaching strategies and programs that honor the lived experiences and knowledge of the students. The participants hold onto hope for an emancipatory education, one that they are excited to build.
","abstract_html":"<p>Deficit ideologies of identities labeled Latina, Spanish-speaking, and disabled permeate society, impacting how individuals, who are multiply marginalized by these identities, view themselves and their world. However, because of this intersectionality, they are uniquely positioned to understand themselves, others, and the community and to act upon systems of oppression to challenge the deficit myths surrounding them. The purpose of this study is to investigate ways in which bilingual preservice teachers with learning disabilities understand themselves as unique individuals residing in the Borderlands and develop their sense of identity and critical consciousness. The study uses testimonio, a narrative inquiry, to focus on the lived experiences, identities, and expressions of critical consciousness of six bilingual preservice teachers with learning disabilities at an HSI in the Borderlands. Data was collected through semi- structured interviews, researcher memos, and participant-generated documents.</p> <p>The findings indicate that the Borderlands is a space of contradictions, where conflicting ideologies impact the identities and beliefs of the participants; feelings of despair, resiliency, and hope emerge as the participants navigate their intersectional identities through systemic oppression; and, while still cultivating their professional identities as teachers, they express development of critical consciousness by seeing, acting upon, and transforming reality. This study provides an understanding of expressions of identity and critical consciousness in participants who are multiply marginalized but have hope for the future; a future where all educational stakeholders must develop critical consciousness; cultural and educational spaces where intersectional identities are seen, honored and celebrated; and teaching strategies and programs that honor the lived experiences and knowledge of the students. The participants hold onto hope for an emancipatory education, one that they are excited to build.</p>","abstract_has_math":false,"creators":["Hornby, Tabitha"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Dr. Antonina Lukenchuk","Dr. Molly Buren","Dr. Sandra Gonzalez-Adamski"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Identity","Disability","Bilingual","Teacher Candidates","Borderlands","Teacher Preparation","Bilingual, Multilingual, and Multicultural Education","Disability and Equity in Education","Language and Literacy Education","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/924","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Antonina Lukenchuk","Dr. Molly Buren","Dr. Sandra Gonzalez-Adamski"]},{"key":"dc:creator","label":"Author","values":["Hornby, Tabitha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2028-08-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Identity","Disability","Bilingual","Teacher Candidates","Borderlands","Teacher Preparation","Bilingual, Multilingual, and Multicultural Education","Disability and Equity in Education","Language and Literacy Education","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/924"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Deficit ideologies of identities labeled Latina, Spanish-speaking, and disabled permeate society, impacting how individuals, who are multiply marginalized by these identities, view themselves and their world. However, because of this intersectionality, they are uniquely positioned to understand themselves, others, and the community and to act upon systems of oppression to challenge the deficit myths surrounding them. The purpose of this study is to investigate ways in which bilingual preservice teachers with learning disabilities understand themselves as unique individuals residing in the Borderlands and develop their sense of identity and critical consciousness. The study uses testimonio, a narrative inquiry, to focus on the lived experiences, identities, and expressions of critical consciousness of six bilingual preservice teachers with learning disabilities at an HSI in the Borderlands. Data was collected through semi- structured interviews, researcher memos, and participant-generated documents.
The findings indicate that the Borderlands is a space of contradictions, where conflicting ideologies impact the identities and beliefs of the participants; feelings of despair, resiliency, and hope emerge as the participants navigate their intersectional identities through systemic oppression; and, while still cultivating their professional identities as teachers, they express development of critical consciousness by seeing, acting upon, and transforming reality. This study provides an understanding of expressions of identity and critical consciousness in participants who are multiply marginalized but have hope for the future; a future where all educational stakeholders must develop critical consciousness; cultural and educational spaces where intersectional identities are seen, honored and celebrated; and teaching strategies and programs that honor the lived experiences and knowledge of the students. The participants hold onto hope for an emancipatory education, one that they are excited to build.
"]},{"key":"dc:title","label":"Title","values":["Testimonios of Identity and Critical Consciousness: A Narrative"]}]}],"canonical_facts":{"dc:contributor":["Dr. Antonina Lukenchuk","Dr. Molly Buren","Dr. Sandra Gonzalez-Adamski"],"dc:creator":["Hornby, Tabitha"],"dc:date.available":["2028-08-24T07:00:00Z"],"dc:description.abstract":["Deficit ideologies of identities labeled Latina, Spanish-speaking, and disabled permeate society, impacting how individuals, who are multiply marginalized by these identities, view themselves and their world. However, because of this intersectionality, they are uniquely positioned to understand themselves, others, and the community and to act upon systems of oppression to challenge the deficit myths surrounding them. The purpose of this study is to investigate ways in which bilingual preservice teachers with learning disabilities understand themselves as unique individuals residing in the Borderlands and develop their sense of identity and critical consciousness. The study uses testimonio, a narrative inquiry, to focus on the lived experiences, identities, and expressions of critical consciousness of six bilingual preservice teachers with learning disabilities at an HSI in the Borderlands. Data was collected through semi- structured interviews, researcher memos, and participant-generated documents.
The findings indicate that the Borderlands is a space of contradictions, where conflicting ideologies impact the identities and beliefs of the participants; feelings of despair, resiliency, and hope emerge as the participants navigate their intersectional identities through systemic oppression; and, while still cultivating their professional identities as teachers, they express development of critical consciousness by seeing, acting upon, and transforming reality. This study provides an understanding of expressions of identity and critical consciousness in participants who are multiply marginalized but have hope for the future; a future where all educational stakeholders must develop critical consciousness; cultural and educational spaces where intersectional identities are seen, honored and celebrated; and teaching strategies and programs that honor the lived experiences and knowledge of the students. The participants hold onto hope for an emancipatory education, one that they are excited to build.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/924"],"dc:subject":["Identity","Disability","Bilingual","Teacher Candidates","Borderlands","Teacher Preparation","Bilingual, Multilingual, and Multicultural Education","Disability and Equity in Education","Language and Literacy Education","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Testimonios of Identity and Critical Consciousness: A Narrative"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}