Engaging and Reimagining Racialized Notions of Citizenship, Participation, and Leadership in Bilingual Educational Settings

Session Type: Symposium

Abstract

This symposium explores how ideologies and processes of race, class, and language impact the ways in which different educational stakeholders—namely parents, school leaders, community affiliates, teachers, and researchers— conceptualize their roles, responsibilities, and relationships within and across bilingual educational settings across the United States. In foregrounding the points of tensions these stakeholders face as they work to serve racialized bilinguals, these papers reveal how various stakeholders reimagine humanizing approaches for the schooling of racialized bilingual students and the labor of accepting educational responsibility in a landscape designed to uphold hegemonic Whiteness.

Sub Unit

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

Chairs

• Jasmine Alvarado, Boston College

• Karla M. Venegas, The University of Pennsylvania

Papers

• The Tensions, Silences, and Desires Within Expected Relationships Between Racialized Bilingual Families and Schooling - Jasmine Alvarado, Boston College

• "A Quién Le Toca": School Leaders of Racialized Bilinguals Negotiate Educational Responsibility - Karla M. Venegas, The University of Pennsylvania

• Negotiating Identities in Translanguaging Spaces Within a State With a Restrictionist Language and Anti-Immigrant Past - Marcela Ossa Parra, Queens College, CUNY

• Not Bilingual Enough: Latinx Dual Language Teachers' Racialized Language Ideologies - Yalda M. Kaveh, Arizona State University; Alexandria Estrella, Arizona State University

Discussant

• Kris D. Gutiérrez, University of California - Berkeley