Building Otherwise Multilingual Educational Research: Examples From the Field

Session Type: Symposium

Abstract

The decolonial turn (Maldonado- Torres, 2017) does not propose a unified theory but a pluriversity of stances that does more than negate Eurocentrism in research. It provides an otherstance; that is, “the perspective of the excluded other” (Escobar, 2007, p. 187). This otherwise in multilingual educational research implicates a research-oriented praxis at the service of the communities as a long-term project to reject the commodification of extractionist knowledge at the service of academia. This panel responds to AERA 2024’s call to exemplify the unsettling of multilingual education research from a decolonial perspective regardless of the theoretical underpinnings, methodological choices in diverse educational, and sociocultural settings while centering the knowledges and understandings of traditionally racially and linguistically marginalized communities.

Sub Unit

• SIG-Language and Social Processes

Chair

• Dan Heiman, University of Texas - El Paso

Papers

• Critical Witnessing in Teacher Education Research: Acknowledging Identity and Power - Rachel Snyder Bhansari, Portland State University; Grace Cornell Gonzales, University of Washington; Patricia E. Venegas-Weber, University of Washington

• The Experience of Mexican-Heritage Im/migrant Students in Rural Idaho - Eulalia Gallegos Buitron, Oregon Department of Education

• Teacher Researchers Exploring Urban Semiotic Landscape as a Decolonizing Space - Rosa Medina Riveros, University of Massachusetts - Amherst; Amparo Clavijo Olarte, Universidad Distrital Francisco José de Caldas; Daniel Calderon

• On Pluriversal Dreamscapes: An Ethnoconjured Manifesto for Surdo Futurities in the Language Education and Scholarship - Blanca Gabriela Caldas Chumbes, University of Minnesota; Sandro Barros, Michigan State University

Discussant

• Raul Olmo Fregoso Bailón, University of Nevada - Reno