"We’d Never Been Asked Before": Critical Listening and Collaborative Curriculum Co-Design in Dual-Language Education

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Dual Language Programmatic Planning and Design

Abstract

In dual-language programs, critical listening to Latine families remains an underexplored element of critical consciousness (Palmer et al., 2019). In this participatory study five bilingual teachers, from four schools and three districts in an urban area of the Pacific Northwest, facilitated sets of collaborative co-design circles with transnational Latine families in their own classes to re/design literacy units. Findings highlight how families acted as experts through drawing on their linguistic expertise and knowledge of their own children and communities, and how teacher vulnerability resulted in increased trust and newly equitable power relationships between teachers and parents. This study offers insights into how collaborative curriculum co-design can positively disrupt hierarchies of knowledge and power in schools

Author

• Grace Cornell Gonzales, University of Washington