Bøker av Yolanda Medina

The first of its kind, this book focuses on the personal and educational experiences of three Latina teachers in the Deep South, using contemporary young adult literature written by three Latina authors. The three-month narrative ethnographic study explored the lived experiences of these teachers during the global COVID-19 pandemic. Data collection methods included book talks, altered book tasks, in-depth interviews, questionnaires, and ethnographic field notes. This study disrupted traditional methods by emphasizing cultural trenzas (braids), highlighting the linguistic and cultural attributes of the Latina teacher participants. Findings revealed three predominant themes in the narrative stories shared by the participants, namely: grounding by family, the experience of belongingness, and empowerment (stemming from bilingualism and increased awareness through young adult literature).

Our passion and pride to serve our community instilled a desire to provide adequate preparation of biculturalbilingual counselors. Five Spanish-speaking Latina scholars, with professional experience as bilingual counselors, recognized the multitude of challenges encountered when providing services in Spanish without any formal training. As you read this text, know that this book was created by bilingual counselors, and for bilingual counselors, to raise our collective voice. Throughout our first conversations we realized a significant problem in the field: the overall assumption that in order for bilingual counselors to be culturally and linguistically efficacious, they simply have to speak the language or identify as part of the Latine community. Our ground-breaking book attends to the need of providing adequate knowledge and resources to prepare culturally efficacious bilingual counselors. Given that our focus is to ensure access to materials in Spanish that address Latine mental health issues, another unique feature of our book is that it provides a variety of translations, resources, and case studies in both English and Spanish. Special emphasis was also given to bilingual supervision needs and included in a chapter with resources and appropriate translations. We hope that this critical work provides the profession a resource in which theory and practice intersect for our work with the Latine community.

Critical Aesthetic Pedagogy