Language Inclusivity: Reflections From In-Service Secondary Teachers on Raciolinguistic Ideologies and Pedagogies of Hope

• In Event: The Intersection of Race and Language in Bilingual Education Programs and Policies

Abstract

The aim of this research is to contribute to the growing research on examining raciolinguistic ideologies that push against policies and practices developed from the "white gaze" (Flores & Rosa, 2015).Within the context of a semester long professional development series with secondary in-service teachers, the guiding question addressed: 1) How do teachers take up examining raciolinguistic ideologies and reconcile them with school curriculum and pedagogy? The authors will share examples and reflections of participants on the process of examining the “archeology of self” (Sealey-Ruiz, 2022) to move toward pedagogies of hope (Caraballo, 2012; Freire, 1994), “incit[ing] the multicultural imagination to envision educational experiences that are yet to come” (Caraballo, 2012, p. 43).

Authors

• Margarita Gómez, Loyola University Maryland

• Kristina Collins, Loyola University Maryland