Abstract
This interpretive study draws on data from a larger inquiry into teacher learning in a graduate-level course on Latino literature at a large southwestern university. The article focuses on a small diverse group of educators taking part in a literature discussion of the novel Before We Were Free by J. Alvarez (2002). Using a sociocultural perspective of learning, the authors examine the mediation of Latino literature in teacher learning. The article discusses the mediation of the text, which positioned the participants as insiders or outsiders, as well as the role of the participants' diverse backgrounds and experiences.
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