Governmentality and Bilingual Teacher Preparation: A Framework for Research and Practice

• In Event: Decolonizing Bilingual Teacher Education: Reimagining Possibilities for Transformation

Abstract

This conceptual paper proposes a theoretical and methodological framework to approach research in bilingual teacher preparation for a more transformative approach. We situate bilingual education as a device in order to recognize the tools, rationales, and strategies commonly used in bilingual teacher preparation. We argue that these constitute technologies of governance (Foucault, 1977/1980)--the hegemonic regulation of self and others-- which contribute to the continuous marginalization of language minoritized students even in “inclusive” forms of education. We then offer an illustration of how this framework can be applied through a brief examination of the California English Language Development Standards as a technology of governmentality.

Authors

• Belén Hernando-Lloréns, San Diego State University

• Claudia G. Cervantes-Soon, Arizona State University