Raciolinguistic Chronotopes of Resistance in School Interactions: Testimonios from Latinx Mothers in the U.S. South

• In Event: AERA Roundtable Session Saturday 1:45 pm
  In Roundtable Session: Latinx Communities and the Navigation of Contested Educational Space

Abstract

This study examines how Latinx immigrant mothers encountered and contested racialized space-time narratives in public schools in the U.S. South. This study builds on prior literature about Latinx mothers’ engagement in their children’s education and theorizing on raciolinguistic chronotopes to analyze the testimonios of 25 Latinx mothers. This analysis indicates that schools assembled raciolinguistic chronotopes that framed Latinx immigrant mothers’ language practices as deficient and deferred their claim to inclusion in their children’s school. Countering this, these mothers drew on a raciolinguistic chronotope of resistance to frame bi/multilingualism, their values, and cultural practices as essential for their children’s future. This study has implications for dismantling broader institutional processes in which parent-school interactions are embedded and promoting responsive family engagement.

Author

• Mariana Lima Becker, University of Georgia