Teaching Through<i>Testimonio:</i>Accessing Community Cultural Wealth in School

Abstract

Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing testimonios, or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that testimonio can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom.