Bilingual Youths’ Community Cultural Wealth: A Critical Phenomenology and Interpretive Interview Study

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Youth Perspectives, Knowledge, and Cultural Wealth in Research (Table 5)

Abstract

This study examines how Latinx students' experiences at Huerta Elementary School (HES), a bilingual, biliterate, and bicultural charter school in Utah, influence their lives in secondary education. Through critical phenomenology and interpretive interviews, the research highlights the impact of a community-centric education on reinforcing Community Cultural Wealth. Utilizing critical phenomenology allows for in-depth exploration of students' lived experiences. The study addresses the intersections of race, language, and education within the context of Utah's dominant religion and its connection to White supremacy. By focusing on the narratives of eight Latinx students, the research underscores the importance of culturally relevant education in combating systemic oppression and provides insights for educators aiming to support Latinx students in their educational trajectories.

Author

• Rosie Ojeda, California Polytechnic State University - San Luis Obispo