Raciolinguistic Perspectives on Bilingual Education

Session Type: Symposium

Abstract

This panel explores raciolinguistic perspectives on bilingual education that center the investigation of the racialization processes that inform mainstream approaches to bilingual education. While bilingual education is typically framed as inherently socially transformative, the papers on this panel examine the ways that institutionalized forms of bilingual education often serve as tools of white supremacy. The two and second papers offer historically-informed analyzes of the institutionalization of bilingual education and their impact on contemporary bilingual curricula. The third and fourth papers offer ethnographically-informed analyzes of contemporary bilingual classrooms. All of the papers envision approaches to bilingual education that resist white supremacy.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Nelson Flores, University of Pennsylvania

Papers

• Eliminate the Negative: Urban Poverty, Latino Racialization, and the 1968 Bilingual Education Act's Contradictory Convergences - Kenzo K. Sung, Rowan University

• Racioliteracies: Race and Subjectivity in Spanish Language Curricular Materials - Erica Saldivar Garcia, University of Pennsylvania

• "On the Backs of Latino Youth": Dual-Language Immersion as White Property - Laura Carolina Chavez-Moreno, University of Wisconsin - Madison

• "En este clase, hablamos espanol": African American Students' Language Choices in a Kindergarten Dual-Language Classroom - Brittany Frieson, University of North Texas

Discussant

• Ofelia Garcia, Columbia University