Abstract
Inspired by the work of Chicana feminist scholars, the author narrates her process of academic awakening and survival by illustrating how testimonio can be utilized as a pedagogical tool within the classroom. She introduces the concept of Latina Critical Pedagocial Activism (LCPA) and its’ four tenets—centralización, epistemological engagement, educonfianza, and lengua resistencia—as a tool to be utilized by Latina faculty. LCPA serves a pedagogical framework faculty could utilize to validate their experiences in the classroom, while simultaneously communicating to Latinx students that their culture matters; that they belong and deserve to be in academia. Together, students and faculty disrupt hegemonic schooling practices by centering non-white ways of knowing, learning, and teaching.
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