Engaging and Reimagining Racialized Spatialities Within and Across Bilingual Educational Settings

• In Event: Marriott Roundtable Session 19

Session Type: Roundtable Session

Abstract

This symposium explores how different actors in bilingual education interact within and across racialized spaces in bilingual school settings and the implications this has for racially and linguistically minoritized students. The papers all draw from ethnographic research situated in bilingual programs across the U.S., and emphasize collaboration among different stakeholders, namely a) families, teachers, and service providers within a gentrifying community; b) teachers and African American Language in bilingual education teacher preparation; c) school leaders and discursive spaces with ESSA implementation, and d) ESL and special education teachers in an inclusive bilingual setting. In foregrounding space, these papers highlight how attending to space can reveal processes of educational inequity, but also how such stakeholders can reimagine more just spaces.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Languages, Literacies, and Representations

Chairs

• Jennifer Phuong, Swarthmore College

• Karla M. Venegas, The University of Pennsylvania

Papers

• Catalyzing Spaces Toward Transformative Schooling Experiences With a Bilingual Program in a Gentrifying Boston Community - Jasmine Alvarado, Boston College

• "Social Justice Work or Disservice Work for AAL Speakers?" Interrogating Bilingual Education Teacher Preparation Spaces - Brittany Frieson, University of North Texas

• "El Matrimonio Perfecto Entre Programa y Escuela": Possibility and Resistance in Implementation of the Every Student Succeeds Act - Karla M. Venegas, The University of Pennsylvania

• "Outside of This, I Really Have No Space": Space and Teacher Collaboration in Bilingual Inclusion - Jennifer Phuong, Swarthmore College

Discussant

• Kris D. Gutiérrez, University of California - Berkeley