The Role of Black Linguistic Reparations in Access to U.S. Public Education (Poster 14)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

The foundation upon which world languages (WLs) as a field in the United States of America was established makes it one in which the successful preparation of Black WL teachers is meager. Representing 4.2 percent of secondary teachers, both in numbers and in education research, developing, supporting and retaining Black WL teachers has not been prioritized. Still, the absence of said teachers and the present return to gross disparities in access to education are linked. This conceptual work highlights the ways in which Black peoples have navigated economic, housing, and educational antiblackness in WLs as a field of study in the U.S. while offering implications for present-day education equity more broadly.

Author

• Tasha Austin, University at Buffalo - SUNY