Examining the Intersections of Race and Heritage Languages Among English Language Learner Leaders: A Critical Narrative Study

• In Event: 65.046 - Language as an Act of Critical Education

Abstract

In this narrative study, race is explored using a critical lenses to examine how four English Language Learner (ELL) leaders, two of whom are women of color, lived and storied the histories of racial desegregation. Using critical theory and critical race theory (CRT) within a narrative design, the centrality of race is deconstructed as a prevailing organizing principle and how this positions ELL leaders in their leadership contexts. The ELL leaders describe how the race-centered frameworks often exclude other identities and intersectionalities belonging to ELL families and ELL leaders. Findings suggest that ELL leaders privilege particular identities within the race-based construct to acquire material resources for their program, while only realizing incremental gains.

Author

• Trish Morita Mullaney, Purdue University