GIS-Based Counterstories of Gentrification in Arizona's Language Immersion Schools

• In Event: Sheraton Roundtable Session Five
  In Roundtable Session: Counter-Understandings: Gentrification, "Post-Truth," and the Reclamation of Space (Table 8)

Abstract

This paper reports on the geographic information system (GIS) component of a larger ethnographic study in a one-way trilingual immersion school located in an affluent suburban neighborhood in Maricopa County, Arizona. Using a series of GIS maps of language immersion schools in Maricopa County, Arizona from 2014 to 2022, this paper applies critical race spatial analysis (Morrison, Annamma, & Jackson, 2017) to explore GIS-based counterstories from minoritized families that complicate the gentrification of language immersion education (Cervantes-Soon et al., 2017; Dorner et al., 2021). By exploring connections between the growth of language immersion schools and spatial patterns of family enrollment, this paper will contribute to discussions of gentrification and language education in the Southwestern United States and beyond.

Author

• Cory Alan Buckband, Arizona State University
  Presenting Author