“Low Key Radicals”: Mapping the Critical Biliteracies Caminos of Two Career Bilingual Teachers

This comparative case study examines how two career bilingual teachers in Texas developed biliteracies and critical biliteracies through divergent raciolinguistic positionings. Drawing on testimonios, pláticas, and visual career reflections, the study traces their biliteracies development across five stages, from early socialization to intentional advocacy. Grounded in holistic and critical biliteracies frameworks, the analysis highlights movidas, strategic acts of resistance that contest raciolinguistic ideologies and affirm bilingual identities within and beyond classrooms. Findings foreground biliteracies as dynamic practices shaped by identity, power, and community and emphasize the importance of cultivating experienced bilingual educators as mentors who advance equity in bilingual education.