Language Education Policy Tensions in Decolonizing Urban Education: Language Ideologies and Political Adaptivity Inside Charter School Partnerships

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Policy: Helpful or Harmful for Latinxs?

Abstract

In this paper, we theorize the nature of partnerships within ongoing political tensions in community efforts to decolonize K-12 community charter schools. We examine the impact of language ideology adaptations on the construction and coordination of stakeholder groups, and highlight implications of community narratives about racial justice in shared educational history and in the reconstruction of partnerships across university-, community-, and school-based stakeholders. Through historical analysis of this community-based case study, we investigate the impact of dehumanizing educational practices and policies on stakeholder groups and interrogate institutional assumptions of partner stances. Given histories of political operations in immigrant communities, educational organizations must leverage new coordinations of stakeholders, and allow for complexities in language education policies as pedagogical and political.

Authors

• Victoria F. Trinder, University of Illinois at Chicago

• P. Zitlali Morales, University of Illinois at Chicago