Date of Award

2025-12-01

Degree Name

Doctor of Education

Department

Educational Leadership and Administration

Advisor(s)

Rodolfo Rincones

Abstract

This qualitative study explores how Chicana and Mexican American teachers and librarians along the Texas-Mexico border describe their experiences navigating books bans and curriculum restrictions. Through a Chicana feminist epistemological lens, the research centers the testimonios of four educators who reflect on their lived experiences navigating censorship, representation, and professional identity in politically charged educational spaces.

Using a testimonio-based methodology, participants shared personal narratives that illuminated how state politics and local interpretations of "appropriate" texts shape classroom and library decisions. Thematic analysis of these testimonios revealed four interconnected findings: 1. Teacher identity under pressure, 2. Censorship and control in the classroom, 3. Representation and erasure, and 4. Navigating student engagement in a digital era. Together, these themes highlight the tension between educators' commitments to culturally sustaining pedagogy and the increasing surveillance of curriculum and literature in border communities.

Findings demonstrate that participants act as advocates and cultural brokers, often resisting censorship by seeking creative ways to maintain access to diverse stories and affirm students' linguistic and cultural identities. The study contributes to the limited research on book bans in border contexts and underscores the importance of centering the voices of educators who teach in regions where identity, politics, and pedagogy intersect. Recommendations for policy, practice, and future research include supporting teacher autonomy, protecting intellectual freedom, and amplifying educator testimonios as tools for justice-oriented literacy education.

Language

en

Provenance

Received from ProQuest

File Size

88 p.

File Format

application/pdf

Rights Holder

Laura Calvillo Neill

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