Chapter 3: Dismantling Gender Binary Associations in the Spanish Class: Three Transnational Testimonios

During the last several years, we have engaged in reflective practices through participatory action research to consider our instructional strategies and teacher positionalities under an equity and social justice lens. In the midst of multiple global phenomena (i.e., social and political migration, climate change, a pandemic, etc.) including the international Black Lives Matter (BLM) movement, as transnational educators we are further interrogating our roles as two Spanish teachers and one teacher educator, in light of our intersectional positionalities (Crenshaw, 1989; Maher & Tetreault, 1993; Villaverde, 2008). It is because of these global phenomena, not in spite of them, that we interrogate how equity and social justice themes have been included in our teaching practices through both in person and remote classroom activities and assessments.