Source: International Journal of Qualitative Studies in Education, Vol. 27, Iss. 7, 2014, p. 901-921
This article reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program.
The women in the program were generally framed as the deficient other – illiterate, immigrant women.
The authors used a critical framework and Chicana/Latina feminist methodologies, namely pláticas y encuentros (talks and encounters), to investigate, reanalyze, and reinterpret the data.
Through the process, the authors revealed the inner flame of the participants in the study.
Furthermore, through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities.
The results speak to the importance of critical examinations of power and discourses in education that often reside unexamined, or perhaps examined but largely unpublished, in our research.