AfroLatinidad in Dual Language Education: Deconstructing the Blanqueamiento of the Field

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Critical Perspectives on Dual Language Bilingual Education Research (Table 7)

Abstract

Though recent research has begun to problematize the enactment of anti-Black ideologies within dual language bilingual education (DLBE) (Bauer et al., 2020; Chávez-Moreno, 2021; Frieson, 2021; Martinez Negrette, 2021; Wall et al., 2022), fewer studies have explored how dominant raciolinguistic ideologies (Flores & Rosa, 2015) impact Afrolatinx learners. In this semi-systematic literature review, I examine how Blackness is (or is not) taken up in DLBE scholarship, which unveils a binaried understanding of race and language. In doing so, I consider the role raciolinguistic ideologies play in the bilingual identity development of Afrolatinx learners. Ultimately, I challenge the under-theorization of AfroLatinidad and call for an expansion of research that specifically attends to the role anti-Blackness plays in DLBE.

Author

• Dorsa Ivana Fahami, Teachers College, Columbia University