“We’re Not Fully Us Without Our Languages”: Multilingual Teachers of Color and Raciolinguistic Ideological Clarity

• In Event: Engaging With Raciolinguistic Ideologies Through Transformative Pedagogies

Abstract

Ideological clarity has been defined as a process in which one struggles to identify dominant society’s explanations for existing societal socioeconomic hierarchies and then juxtapose them with one’s own. In this paper, ideological clarity is used to analyze the ability of multilingual educators of Color to identify, name, and disrupt dominant raciolinguistic narratives and their effects on the students they teach. We present the counterstories of five K-12 multilingual educators of Color to show how they have developed and employed raciolinguistic ideological clarity. Our findings demonstrate that, in identifying, naming, and disrupting dominant raciolinguistic narratives through both their words and their actions, they actively dismantle racial injustice and construct educational possibilities for language minoritized students of Color.

Authors

• Paula Sevilla, University of California - Santa Barbara

• Hui-Ling S. Malone, University of California - Santa Barbara