Enrique David Degollado
University of Texas at Austin
Enrique David Degollado is a Ph.D. candidate in Curriculum and Instruction with a specialization in Bilingual/Bicultural Education. Prior to matriculating at UT-Austin Enrique taught 3rd and 5th bilingual education in Laredo, TX—a city along the Texas-Mexico border where he was born and raised. Enrique graduated from Texas State University with a Bachelor of Science in Interdisciplinary Studies and a Master of Education in Elementary Education-Bilingual/Bicultural Education. Additionally, he holds Texas teaching certificates in PK to4th-grade bilingual education, PK-8th grade English as a Second Language education, and K-12 principalship.
Dissertation Title: The Storied Lives of Fronteriza Teachers: Constructing Ideologies of Bilingualism, Biliteracy, and Biculturalism in Nepantla
Dissertation Abstract: Broadly, Enrique’s research focuses on bilingual classrooms and communities. My dissertation examines the language and literacy ideologies of in-service bilingual education teachers utilizing a life story methodology. Drawing from an indigenous research paradigm (Chilisa, 2011; Wilson, 2008) and two theoretical frameworks that accentuate the lived experiences of fronteriza teachers—Chicana feminism (Anzaldúa; 1987; Delgado Bernal, 1998) and raciolinguistic ideologies (Flores & Rosa, 2010) Enrique’s study unsettles the mismatch between articulated and embodied language ideologies and demonstrates the contradictions that manifest in home, school, and community linguistic practices. Specifically, how the life stories of fronteriza teachers illuminate their construction of language and literacy ideologies. The findings reveal that bilingual teachers’ language and literacy ideologies are influenced by their personal daily lived experiences and macro-hegemonic discourses. Moreover, the findings demonstrate that space and lived experiences determine how teachers come to understand language and literacy and exhibits how teachers navigate within the constraints placed on them to “produce” results under stringent accountability measures. In studying fronteriza bilingual teachers that inhabit a unique geopolitical space along the Texas-Mexico border, the study contributes to the larger debate regarding the multiplicity of embodied and articulated language ideologies in bilingual settings.