Co-constructing a pedagogy of radical belonging: Plática~testimonio as a methodology in teaching for social justice

Abstract

Pláticas and testimonio are both Chicana feminist epistemologies through which knowledge is co-constructed, personal stories are shared, and spaces of healing are created. Plática~testimonio as a methodology can provide a tool to co-create and reflect on social justice pedagogies. Through this chapter, we will highlight how we, two female university teachers of color based in the United States and the Netherlands, used pláticas to reflect on our pedagogical practices. We held virtual pláticas and wrote testimonios of our experiences with students in the classroom over the course of one academic year. In reflecting on our plática~testimonio, the framework of radical belonging (Louie et al., 2022) became central in considering how we were creating spaces of authentic belonging, particularly for students of color and students with other marginalized identities. Our pláticas allowed us to share and reflect on our challenges and the underlying structural limitations, as well as the collectively commit to enacting a pedagogy of radical belonging in our classrooms. Overall, pláticas served as an intentional space for committing to our students as well as allowing us to be vulnerable and heal through genuine sharing of our stories and experiences while co-constructing knowledge.