Overcoming DLBE (Dual Language Bilingual Education) Gentrification by Aiming for the Commons: An Anti-Gentrification Stance for Justice

• In Event: Educational Possibilities Amidst the Gentrification of Dual Language Bilingual Education: Solution-Oriented Research

Abstract

Objectives

Regarding the gentrification of DLBE, Guadalupe Valdés (2021) declared, “We clearly need solutions and approaches that might make a difference” (p. 518). The objective of this theoretical paper fills this gap by introducing the conceptualization of an anti-gentrification stance. The guiding scholarly question is: What principles are needed to overcome DLBE gentrification?

Theoretical Framework

The theoretical framework is informed by the concept of the commons (Author, 2020) and draws from critical theories that attend to issues of power from a Freirian perspective (Freire, 2000). The commons refers to spaces and things ‘owned’ by the whole community, or owned by no one. It is a cogent metaphor for justice or fair access to resources.

Methods and Sources

This is a theoretical paper that reconceptualizes ideas from scholarly literature applicable to the overcoming of the gentrification of DLBE. The reconceptualization was conducted with detailed reading and careful attention from our Freirian perspective.

Results or Substantiated Conclusions

Our work resulted in an anti-gentrification stance for justice in DLBE founded on four interconnected principles.

Love. Love for oneself is part of what leads to liberation from injustice, “an act of freedom” (Freire, 2000, p. 90), “commitment to others” and their cause (p. 89). This means regrounding DLBE in its equity roots by lovingly meeting the unique needs of language-minoritized students related to the equity effects of comprehensible instruction and the maintenance and development of one’s heritage.

Solidarity. Solidarity is founded on the understanding that all individuals belong to a community and are responsible for one another. With solidarity, all individuals are committed to justice for those who are more vulnerable and affected by DLBE gentrification.

Consciousness. This principle relates to the literature around ideological, critical, or sociopolitical consciousness in DLBE. It builds on Freire’s (2000) idea of reading the word and the world. Consciousness development is fundamental for both the marginalized and privileged. An anti-DLBE gentrification framework needs to consider ideas, practices, and policies that increase gentrification or reshape it into new and subtler forms.

Hope. The principle of helps us avoid despair in seeking less gentrified DLBE. It is rooted in the individual and collective struggle and the understanding “of oppression as a limiter, not an absolute prohibitor” (Miller et al., 2011, pp. 1084-1085). Hope also returns us to Eve Tuck’s (2009) arguments for talking in terms of desire rather than damage when working with Indigenous and other historically marginalized communities.

We argue that these four principles keep attention firmly fixed on the revitalization of the commons in DLBE spaces toward the practices of real integration. We explain and give examples of how each principle can guide DLBE stakeholders to collectively overcome gentrification.

Scholarly Significance

This paper addresses Valdés’ (2021) call to find solutions to DLBE gentrification. We propose an anti-gentrification stance for justice in DLBE to support the work of educators and all bilingual education stakeholders in countering and overcoming DLBE gentrification and ensuring real integration in DLBE.

Authors

• Juan A. Freire, Brigham Young University

• Garrett Delavan, University of New Mexico

• Kate Menken, Queens College - CUNY