Contested curriculum spaces in a community-based heritage language program in the New Latinx South

• In Event: Latinx Youth, Teachers, and Curriculum

Abstract

Community-based heritage language programs for Latinx students have often been envisioned as one path for combating these hurdles that are entrenched in schools that focus standards-based curricula and/or test-based accountability. Our study, however, closely examines the tensions that arise when planning the curriculum for a community-based heritage language program in the New Latinx South through a reflexive analysis by two members of the curriculum planning committee. Using a raciolinguistics, we aim to bring into focus the ways that White supremacy and neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic schooling and linguistic practices. As we engage in reflexive dialogue with one another and review our data sources, our preliminary findings suggest that the curriculum is developed not with an eye to the community members’ values and that it does little to combat White supremacy and monolingual English hegemony.

Authors

• Alexandra J Reyes, Georgia Southern University

• Jamie L Schissel, University of North Carolina at Greensboro