Two Transnational Teachers’ Journey to Becoming Critically Conscious Educator for Black Dual Language Learners

• In Event: Reimagining Language Teaching: Wellness, Identity, & Equity in Professional Learning

Abstract

Scholars have challenged the erasure of Black experiences against the Latine-White binary used to examine dual language education (DLE) and critiqued anti-black linguicism. This qualitative case study asks, within a multiyear PD for developing anti-racist educators at a DLE school with a majority Black student population, (1) how do educators articulate critical consciousness? And (2) how do educators envision anti-racism? Through the lens of critical consciousness, we examine interview data and PD artifacts of two educators. Our analysis demonstrates both teachers’ understanding of the history of anti-black racism and acceptance that being an anti-racist educator is necessary albeit uncomfortable. Less prevalent were teachers’ articulation of systemic racism or of critical actions. Lastly, translanguaging was missing in their articulated antiracist practice.

Authors

• Mingzhu Deng, Georgetown University

• Sabrina L. Wesley-Nero, Georgetown University