Running Head: Lavín Section 1

Professional Update and Reflection Essay

Although my portfolio 1 meeting was only at the beginning of May, I feel I grew in

several different ways since then. For example, I realized details are hard for me! Planning is

not my strong suit. This summer, while conducting the research project in Mexico, I stepped out

of my comfort zone in order to organize the focus groups, school visits, and parent interviews. I

learned two important lessons from this research trip: (1) Organizing a research project is hard,

it takes planning and attention to details, and (2) I can do it! Even if it is hard work that stresses

me out, it can be done. Also, this trip reinforced my thoughts on research: It is fun and I enjoy

taking part in it.

The feedback I got from portfolio 1, was to (a) improve on my writing, (b) look into the

action research class, and (c) teach a college course on my own. I feel my writing is constantly

improving. Dr. Wong and Dr. King-Sears asked if they could use my assignments as exemplars

for their future classes (each with a very different writing style). This validation of the work I do

only encourages me to try harder. Even though I still have much to learn, having two professors

ask if they could use my assignments felt great. I also took the action research class. The

literature and professors from the class challenged my thinking and understanding of

positionality and research. It helped me continue the development of Xarlas. Finally I taught a

college course on my own. At first I was overwhelmed by the structure and work, but once I got

used to the process I really enjoyed engaging my students in conversations and reflections

about exceptional and diverse learners.

One personal goal this semester was to further develop my idea of refugios and Xarlas. I
Running Head: Lavín Section 1

say personal because I did not share this information during our last portfolio meeting. I was

not sure the idea was good enough to share it then. This past month my colleagues, from my

time at the University of North Carolina in Chapel Hill, and I presented at the American

Educational Studies Association AESA) national conference in Greenville, South Carolina on

refugios and Xarlas (pronounced charlas). Both presentations were met with very positive

feedback! It was very rewarding to see how an idea was able to take shape and become a

conference proposal and, hopefully one day, also turn into an academic paper.

Refugios refers to the creating of counter spaces where students of color can feel safe in

universities that are predominantly white. Xarlas are intentional conversations that originate in

these refugios. These two concepts tie into my work in several ways. Counter spaces are found

in colleges and k-12 schools. In some, they are safe spaces where students are welcome just the

way they are. Refugios specifically talk about Latino students in colleges, but safe spaces are

important for any student who feels excluded by the dominant culture. I believe students with

disabilities often need these spaces to feel that they belong as well.

Xarlas are critical, intentional conversations that first originated within a refugio as a

way to work through problems participants had in common. Xarlas are developing into a way to

conduct action research (AR). Through Xarlas, my friend Daniel and I are planning the syllabus

for his globalization class. We are using Xarlas as a cooperative inquiry methodology to improve

our practice as teachers and create a course not centered on western ideas of what

globalization looks like. To really see if Xarlas can hold water as an AR methodology, my

colleague Lucia and I used Xarlas to explore the #metoo movement at the George Mason’s

Women and Gender Studies Conference November 16. Participants of the Xarla were excited
Running Head: Lavín Section 1

about the kind of conversation, and were motivated to go out and continue their work for the

movement.

Presenting at these conferences helped me realize how much I value the field of special

education. I don’t just want to be a teacher, I want to teach students about special education. It

also made me realize the similarities that exist between students being othered because of the

color of their skin, and/or because of their disability. Once I understood the connection

between these two ideas, it was simpler for me to understand why applying a critical lens to my

research is so important to me. Special education needs to continue to question the process in

which students are identified, and the services students receive. By using a critical lens, the

explanations shift the conversation and responsibility from the students and their families to

the school systems.

Ever since I was introduced to the paradigm of Participatory Inquiry as a way to conduct

research, the idea of the researcher and participants being co-researchers has made me want

to learn more about all types of AR. Conducting research with and not to the participants has

become very important to me. During my Action research class this semester I realized

something else about AR that I am very interested in. I really like the equal sharing of power

between researcher and participants. I truly believe it is one of the most honest ways of doing

research.

One of the most important assignments I did this semester was developing my research

agenda. Three areas of research emerged through this process. I will talk more deeply about

them in my other essays, but it is important to mention these interests here. I am interested in

the intersectionality of Latino English learners and disability, how they interact, and how to
Running Head: Lavín Section 1

provide better services to Latino English learners in special education programs across the

country. I am also interested in continuing to research special education in Mexico, specifically

on the topic of inclusion, and what students with and without disabilities think about this, and

finally I want to continue to explore the use of Xarlas as an AR methodology.

As I am coming to a close on this reflective essay, I realize how many things happened

this semester that have helped guide my academic journey. One last piece to this puzzle was

being able to teach my own class. This semester was the first time I was instructor of record for

a university course and I loved it. Although I am still unsure on how the hiring process works for

when I am finished with school, I am sure of two things, I want to keep conducting action

research to help Latino English learners with disabilities, and I want to teach. Conducting

research is exciting, and teaching is very rewarding. I cannot see the finish line yet, but I feel as

if I have laid down a solid groundwork to get there one day.