Racial Consciousness and Translanguaging: White Monolingual Teachers Navigating Raciolinguistic Criticality in English Literacy Instruction

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 1
  In Roundtable Session: Listening for Voice: Translanguaging, Identity, and Narrative in Teaching

Abstract

This study leverages post-intentional phenomenology and narrative inquiry to explore the relationship between racial consciousness and the questions and challenges white, monolingual women have when taking up translanguaging pedagogies in English-medium literacy instruction. By studying a collective of seven white, monolingual women teachers, the author finds that participants’ racial consciousness facilitated their ability and comfort with raciolinguistic criticality. In turn, the women experienced hope, openness, and excitement when considering the possibilities in disrupting white supremacist instruction through translanguaging pedagogies. The author discusses these findings through the lens of critical whiteness studies and raciolinguistics while considering the role of affinity groups in the women’s learning experience.

Author

• Laurie Elisabet Hahn Ganser, University of Minnesota