Without Consideration: Raciolinguistics, Critical Spatial Theory, and Transforming School Discipline for Multilingual Youth of Color

• In Event: Shifting the Gaze in Multilingualism: Meeting at the Intersections of Language, Race, and Immigration

Abstract

This paper explores the connections between school professionals’ subjective perceptions of behavior management and their understanding of language acquisition of multilingual students of color, with and without disabilities. Drawing on a qualitative study carried out in a mid-sized urban school district in Upstate New York, this paper investigates the intersections of behavior, race, language, and migratory status. It focuses on the impact of such intersections on the educational experiences of multilingual students of color. An integrated framework based on Raciolinguistics (Rosa, 2016; Flores & Rosa, 2015) and critical spatial theory (DuBois, 1989) is used to highlight how racial, linguistic, disabled, and citizenship identities of multilingual students are perceived as barriers to inclusion and participation in positive behavioral support.

Authors

• Chelsea Stinson, Syracuse University

• Amanda L. Miller, Wayne State University

• Valentina Migliarini, University of Birmingham