This dissertation explored the perspectives of stakeholders within a university-level Spanish Heritage Language (SHL) program in Arizona, focusing on their language ideologies and critical language education efforts. The study, rooted in Critical Language Awareness (CLA) and Culturally Sustaining Pedagogy (CSP) frameworks, challenges deficit-based…

This study examined the learning trajectory of five US humanities teachers when navigating learning to teach the difficult history of school desegregation within a context of a six-month inquiry-based professional development. The research questions were: What do teachers frame as problems when teaching difficult histories? How do they…