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David Degollado

Assistant Professor

Previously, David was an Assistant Professor of Multilingual Education at the University of Iowa, where he also served on the Curriculum Council and as an ESL Endorsement Program Coordinator. In 2019, he finished his PhD in Curriculum & Instruction at the University of Texas at Austin. David's research largely focuses on bilingual or multilingual learning, with a specific interest in storytelling and border theories of narrative. His work has been published in the Journal of Literacy Research, Teachers College Record, Teaching and Teacher Education, the Journal of Latinos and Education, and the Journal of Language, Identity & Education; in addition, David has presented his research at the American Education Research Association (AERA), American Association of Applied Linguists (AAAL), and the Literacy Research Association (LRA). Prior to entering academia, David was an elementary bilingual education teacher in Laredo, Texas.

Education

  • PhD in Curriculum & Instruction: Bilingual/Bicultural Education at the University of Texas at Austin, Austin, TX
  • MSEd in Educational Administration at Texas A&M International University, Laredo, TX
  • MEd in Elementary Education: Bilingual/Bicultural at Texas State University, San Marcos, TX
  • BS in Interdisciplinary Studies at Texas State University, San Marcos, TX

Research Interests

  • Bilingual Education
  • Biliteracy
  • Latinx Education
  • Borderlands Theory

Professional/Community Affiliations

  • National Association of Hispanics and Latinos (NAHLS), Board Member

Courses Taught

  • Degollado, E. D. (2023). “I Try to Read to Them in Both Languages”: Bilingual Maestras’ Enactment and Embodiment of Critical Biliteracies Through Bilanguaging Love. Journal of Literacy Research, 55(3), 302-324.
  • Espinoza, K. & Degollado, E. D. (2023). “You Just Want to Start Trouble”: A Trenza of a Chicana Bilingual Teacher’s Path Towards Conocimiento. Equity & Excellence in Education, 56(1-2), 144-158.
  • Degollado, E.D., Bell, R.C., & Harvey-Torres, R.V., (2022) “I Learned How to Read in Spanish”: A Genealogical Analysis of Bilitereate Subjective Possibilities in South Texas Escuelitas and Beyond. Teacher’s College Record, 124(6), 62-91.
  • Harvey-Torres, R. V., Palmer, D. K., Degollado, E. D. (2022). Three Worlds Pitfall? A Transfronteriza Latina Bilingual Teacher Navigating Home, School, and University Divides. Teaching and Teacher Education, 116
  • Degollado, E. D., Bell, R.C., & Salinas, C. (2021). “No Había Bilingual Education”: Narratives of Agency and Resistance through Resilience, Empowerment, Educación y Sacrificios from South Texas Escuelitas. Journal of Latinos and Education, 20(4), 397-411.
  • Harvey-Torres, R. & Degollado, E. D. (2021). “And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria, Research in the Teaching of English, 56(1), 60-84.
  • Espinoza, K., Nuñez, I., & Degollado, E. D. (2021). “This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy. Journal of Language, Identity & Education, 20(1), 4-17.
  • Menard-Warwick, J., Bybee, E. R., Degollado, E. D., Jin, S., Kehoe, S., & Masters, K. A. (2019). Same language, different histories: Developing a "critical" English teacher identity. Journal of Language, Identity, & Education, 18(6), 364-376.
  • Linan-Thompson, S., Degollado, E. D., & Ingram, M. D. (2018). Spelling it out uno por uno: Patterns in the spelling of dual language students. TESOL Journal, 9(2), 330-347.
  • Hurie, A. H., & Degollado, E. D. (2017). An overview of language ideologies in bilingual education. Texas Education Review, 5(1), 57-66.
  • De La Colina, M. G., Cuellar, R., & Degollado, E. D. (2014). English as a second language (ESL) pre-service teachers’ thoughts about recruitment and retention of quality teachers of culturally and linguistically diverse learners. Journal of Border Educational Research, 11(1), 1-19.