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Enacting Critically Conscious Policies in Practice: Four Cases From Dual-Language Bilingual Education Contexts

Fri, April 14, 11:40am to 1:10pm CDT (11:40am to 1:10pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 2, Michigan B

Session Type: Symposium

Abstract

Dual Language Bilingual Education (DLBE) programs – which aim to develop students’ bilingualism, biliteracy, and sociocultural competence – are growing exponentially across the U.S. Yet, research increasingly documents challenges in DLBE policy enactment and programs’ capacities to equitably serve minoritized youth, especially those who are designated as English Learners (Authors, 2017). With the goal to disrupt such inequities and showcase policy possibilities, this symposium brings together four research projects that have examined the activation of critical consciousness to work toward equity within DLBE policy enactment (Authors, 2019). Together, studies from New York, Texas, Pennsylvania, and Utah ask: What does critically conscious policy action look like in DLBE practice, and how can these cases inform policy research and theories beyond DLBE?

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