Abstract
This study employs portraiture methodology to examine the experiences of Latinx students and educators with Spanish usage in monolingual spaces, emphasizing the significance of culturally responsive educators who possess knowledge about critical literacy practices. The study aims to inspire Latinx educators who teach Spanish for Spanish Speakers, Spanish for Heritage Speakers, and Advanced Placement Spanish courses to reimagine education and create a curriculum that meets the needs of the Latinx students they serve. By centering the experiences of Latinx students and educators, the study contributes to the broader conversation on ethnic studies, fugitive pedagogy, and the transformation of education as a means of liberation. The findings of this study showcase how incorporating critical literacy and culturally responsive teaching practices in Spanish-speaking spaces can empower Latinx students to advocate for themselves and their communities.