Pub Date : 2022-04-03DOI: 10.1080/10665684.2022.2064336
Sandra Saco, Monisha Bajaj, Claudia G. Cervantes-Soon, Dolores Delgado Bernal, Rita Kohli, Kevin K. Kumashiro
ABSTRACT Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and multigenerational immigrants have faced, and continue to face, when leaving one’s home country. Particularly important to our dialogue is our honoring of immigrant communities’ intersecting identities, activism, and agency. We challenge anti-immigrant rhetoric and resist colonizer mentalities and stereotypes that attempt to censor and erase the identities and stories of immigrant students in U.S. classrooms. This kitchen-table talk serves as both a call and an invitation for educators to provide and sustain learning environments informed by and uplifting immigrant experiences, in efforts to create a space for critical analysis and healing.
{"title":"“We Are Here...Because You Were There”: A Kitchen-Table Talk on Anti-Oppressive and Critical (Immigrant) Education","authors":"Sandra Saco, Monisha Bajaj, Claudia G. Cervantes-Soon, Dolores Delgado Bernal, Rita Kohli, Kevin K. Kumashiro","doi":"10.1080/10665684.2022.2064336","DOIUrl":"https://doi.org/10.1080/10665684.2022.2064336","url":null,"abstract":"ABSTRACT Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and multigenerational immigrants have faced, and continue to face, when leaving one’s home country. Particularly important to our dialogue is our honoring of immigrant communities’ intersecting identities, activism, and agency. We challenge anti-immigrant rhetoric and resist colonizer mentalities and stereotypes that attempt to censor and erase the identities and stories of immigrant students in U.S. classrooms. This kitchen-table talk serves as both a call and an invitation for educators to provide and sustain learning environments informed by and uplifting immigrant experiences, in efforts to create a space for critical analysis and healing.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"6 - 18"},"PeriodicalIF":2.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10665684.2022.2080663
Jamila Lyiscott, Keisha L. Green, Justin A. Coles, Esther O. Ohito
We are immigrants. And the descendants of immigrants. And the descendants of the descendants of the descendants of those unwillingly dragged across waters and borders. The offspring of attempted erasure. We inhabit lands where shifting boundaries breed border consciousness and border tongues (Anzaldúa, 1987). We are the transgression. We are the hemorrhaging and the scab and the healing all at once. We be untamed crossroads, a confluence of the imaginary borders that sought to bind us, but birthed us instead. Periodt. In 2017, South Korean artist, Kimsooja, showcased an installation entitled, To Breathe – Zone of Nowhere, depicting the intermixed symbols of 30 different national flags layered onto each other to the point that they are not individually distinguishable (Kimsooja, n.d.). However, this cross-pollination of nationhood symbols is not working to convey the corny melting-pot message that we are used to in the United States—one that purports inclusion by luring everyone into a boiling cauldron of whiteness. Instead, it works to challenge the illusory intent of state sovereignty and nationalism that lay the foundation for exclusionary and anti-immigrant rhetoric. Over the last three decades, increasing mainstream anti-immigrant sentiment in the United States has been paired with educational legislation that underscores America’s ongoing disregard and contempt for immigrants and refugees of color in America: English only laws that seek to sever students from the languages of their people under the assertion that “immigrant parents are eager to have their children acquire a good knowledge of English, thereby allowing them to fully participate in the American Dream of economic and social advancement” (Arizona Secretary of State, 2000); laws banning Ethnic Studies to prohibit any form of education that “advocates ethnic solidarity” (House of Representatives, 2010); and laws attacking “Critical Race Theory” and banning books centered on the ethno-racial, linguistic, cultural, and historical identities of people of color (Alfonseca, 2022).
{"title":"How to Tame an Imaginary Border: Critical Transgression in Immigrant and Refugee Education","authors":"Jamila Lyiscott, Keisha L. Green, Justin A. Coles, Esther O. Ohito","doi":"10.1080/10665684.2022.2080663","DOIUrl":"https://doi.org/10.1080/10665684.2022.2080663","url":null,"abstract":"We are immigrants. And the descendants of immigrants. And the descendants of the descendants of the descendants of those unwillingly dragged across waters and borders. The offspring of attempted erasure. We inhabit lands where shifting boundaries breed border consciousness and border tongues (Anzaldúa, 1987). We are the transgression. We are the hemorrhaging and the scab and the healing all at once. We be untamed crossroads, a confluence of the imaginary borders that sought to bind us, but birthed us instead. Periodt. In 2017, South Korean artist, Kimsooja, showcased an installation entitled, To Breathe – Zone of Nowhere, depicting the intermixed symbols of 30 different national flags layered onto each other to the point that they are not individually distinguishable (Kimsooja, n.d.). However, this cross-pollination of nationhood symbols is not working to convey the corny melting-pot message that we are used to in the United States—one that purports inclusion by luring everyone into a boiling cauldron of whiteness. Instead, it works to challenge the illusory intent of state sovereignty and nationalism that lay the foundation for exclusionary and anti-immigrant rhetoric. Over the last three decades, increasing mainstream anti-immigrant sentiment in the United States has been paired with educational legislation that underscores America’s ongoing disregard and contempt for immigrants and refugees of color in America: English only laws that seek to sever students from the languages of their people under the assertion that “immigrant parents are eager to have their children acquire a good knowledge of English, thereby allowing them to fully participate in the American Dream of economic and social advancement” (Arizona Secretary of State, 2000); laws banning Ethnic Studies to prohibit any form of education that “advocates ethnic solidarity” (House of Representatives, 2010); and laws attacking “Critical Race Theory” and banning books centered on the ethno-racial, linguistic, cultural, and historical identities of people of color (Alfonseca, 2022).","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"1 - 5"},"PeriodicalIF":2.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48807862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10665684.2022.2082292
Luis Fernando Macías
ABSTRACT Undocumented students face numerous hardships in their pursuit of higher education. Those who are part of the Deferred Action for Childhood Arrivals (DACA) program experience some improved college access and tuition affordability, but many administrative and financial barriers continue to impede their educational pursuits. This qualitative work explores how DACA recipients attempt to circumvent those limitations by “Hall Passing.” The concept of “Hall Passing” combines the familiar concept to most attendees of U.S. schools of the hall pass (written, conditional, permission granted to students to be out of the locational bounds typically expected) and the concept of the act of “passing.” “Passing” is when some members of marginalized groups modify or conceal characteristics that identify them as the Other. The new concept of “Hall Passing” came out of the results of this study which found that DACAmented students at predominantly white institutions commonly rely on their government-issued documentation and presumptions about their race, speech accent, and background to create opportunities to circumvent restrictions (i.e., Hall Passes). Instances of Hall Passing are understood as acts of resistance to existing inequalities related to post-secondary education.
{"title":"Hall Pass: DACA recipients’ experiences “passing” in higher education","authors":"Luis Fernando Macías","doi":"10.1080/10665684.2022.2082292","DOIUrl":"https://doi.org/10.1080/10665684.2022.2082292","url":null,"abstract":"ABSTRACT Undocumented students face numerous hardships in their pursuit of higher education. Those who are part of the Deferred Action for Childhood Arrivals (DACA) program experience some improved college access and tuition affordability, but many administrative and financial barriers continue to impede their educational pursuits. This qualitative work explores how DACA recipients attempt to circumvent those limitations by “Hall Passing.” The concept of “Hall Passing” combines the familiar concept to most attendees of U.S. schools of the hall pass (written, conditional, permission granted to students to be out of the locational bounds typically expected) and the concept of the act of “passing.” “Passing” is when some members of marginalized groups modify or conceal characteristics that identify them as the Other. The new concept of “Hall Passing” came out of the results of this study which found that DACAmented students at predominantly white institutions commonly rely on their government-issued documentation and presumptions about their race, speech accent, and background to create opportunities to circumvent restrictions (i.e., Hall Passes). Instances of Hall Passing are understood as acts of resistance to existing inequalities related to post-secondary education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"87 - 104"},"PeriodicalIF":2.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45489974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10665684.2022.2064368
Nikhil M. Tiwari
ABSTRACT This article examines the racializing processes throughlining the meaning-making of a Guru Vandana—an annual teacher appreciation event organized by many Asian Indian communities across the U.S.—that took place in a Midwestern city in 2019. Guided by a framework of transmodalities (a novel lens for the analysis of multimodal semiosis) and critical bifocality (a methodological approach to connect discursive and lived practices with broader structural arrangements), the author drew on interview and observational data of a set of Indian American parents and children and white teachers who attended the event to trace and analyze meanings intended, made, and missed of featured performances (e.g., dance, chants, and yoga demonstrations by the children). Indexing the deep embedment of Indian American positioning within multiple translocal and transnational hierarchies, findings reveal Guru Vandana’s tacit operation as a space wherein varied framings and understandings of Indianness circulate to both contest and (re)produce racialization, stereotypes, and caste subjectivity.
{"title":"Making (Critical) Meaning of Meaning-making: Complicating the Racialization of Asian Indian American Youth","authors":"Nikhil M. Tiwari","doi":"10.1080/10665684.2022.2064368","DOIUrl":"https://doi.org/10.1080/10665684.2022.2064368","url":null,"abstract":"ABSTRACT This article examines the racializing processes throughlining the meaning-making of a Guru Vandana—an annual teacher appreciation event organized by many Asian Indian communities across the U.S.—that took place in a Midwestern city in 2019. Guided by a framework of transmodalities (a novel lens for the analysis of multimodal semiosis) and critical bifocality (a methodological approach to connect discursive and lived practices with broader structural arrangements), the author drew on interview and observational data of a set of Indian American parents and children and white teachers who attended the event to trace and analyze meanings intended, made, and missed of featured performances (e.g., dance, chants, and yoga demonstrations by the children). Indexing the deep embedment of Indian American positioning within multiple translocal and transnational hierarchies, findings reveal Guru Vandana’s tacit operation as a space wherein varied framings and understandings of Indianness circulate to both contest and (re)produce racialization, stereotypes, and caste subjectivity.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"37 - 49"},"PeriodicalIF":2.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49527281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10665684.2022.2076781
H. Raymond, D. Clandinin, Hiroko Kubota, V. Caine
ABSTRACT Little attention has been given to the experiences of refugee families parenting a child living with disabilities as they resettle in a new country. Using narrative inquiry, we inquired into the experiences of two Syrian refugee families’ identity-making and agency in their efforts to secure services and programs for their children in Canada. We drew on field texts composed over two years that we spent alongside the children and their parents. The families experienced multiple and complex difficulties as they attempted to recompose their lives alongside their children. We identified multiple tensions and bumping places as the parents negotiated their and their children’s experiences on school and other institutional landscapes. The families’ stories showed the importance of using their experiences as the starting point for creating inclusive spaces for their children.
{"title":"Bumping Places of Social Inclusion: A Narrative Inquiry into the Experiences of Refugee Families Who Have a Child Who Is Living with a Disability","authors":"H. Raymond, D. Clandinin, Hiroko Kubota, V. Caine","doi":"10.1080/10665684.2022.2076781","DOIUrl":"https://doi.org/10.1080/10665684.2022.2076781","url":null,"abstract":"ABSTRACT Little attention has been given to the experiences of refugee families parenting a child living with disabilities as they resettle in a new country. Using narrative inquiry, we inquired into the experiences of two Syrian refugee families’ identity-making and agency in their efforts to secure services and programs for their children in Canada. We drew on field texts composed over two years that we spent alongside the children and their parents. The families experienced multiple and complex difficulties as they attempted to recompose their lives alongside their children. We identified multiple tensions and bumping places as the parents negotiated their and their children’s experiences on school and other institutional landscapes. The families’ stories showed the importance of using their experiences as the starting point for creating inclusive spaces for their children.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"73 - 86"},"PeriodicalIF":2.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43896214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/10665684.2022.2047409
Janese L. Free, Katrin Kriẑ
ABSTRACT This article casts light on how one public school system in the United States minoritizes migrant students by perpetuating systemic class and racial biases. Migrant students are the children of migrant workers who migrate across the United States seasonally to work in agriculture or fisheries. Based on in-depth interviews with 20 educators, we identified three main areas of class and racial biases that we call the not-so-hidden curriculum: First, the school system presumes (and rewards) English competency from migrant families, an expectation we call expectation of English language competency. Second, the system expects entitled and intensive learning from students. This type of learning assumes that students can advocate for themselves in their interactions with teachers and peers. The schools in the school system expect students to spend most of their time and energy on academic activities. Third, the system expects entitled and intensive educational parenting. In this parenting approach, parents are supposed to act as co-educators and co-decision makers with teachers and focus their energy and time on their children’s education. The interviews illustrate several incompatibilities among these ideologies and migrant students’ realities, especially their economic, social, and linguistic challenges. We discuss the implications of our findings on migrant students’ social mobility, future research, and migrant education policy.
{"title":"The Not-So-Hidden Curriculum: How a Public School System in the United States Minoritizes Migrant Students","authors":"Janese L. Free, Katrin Kriẑ","doi":"10.1080/10665684.2022.2047409","DOIUrl":"https://doi.org/10.1080/10665684.2022.2047409","url":null,"abstract":"ABSTRACT This article casts light on how one public school system in the United States minoritizes migrant students by perpetuating systemic class and racial biases. Migrant students are the children of migrant workers who migrate across the United States seasonally to work in agriculture or fisheries. Based on in-depth interviews with 20 educators, we identified three main areas of class and racial biases that we call the not-so-hidden curriculum: First, the school system presumes (and rewards) English competency from migrant families, an expectation we call expectation of English language competency. Second, the system expects entitled and intensive learning from students. This type of learning assumes that students can advocate for themselves in their interactions with teachers and peers. The schools in the school system expect students to spend most of their time and energy on academic activities. Third, the system expects entitled and intensive educational parenting. In this parenting approach, parents are supposed to act as co-educators and co-decision makers with teachers and focus their energy and time on their children’s education. The interviews illustrate several incompatibilities among these ideologies and migrant students’ realities, especially their economic, social, and linguistic challenges. We discuss the implications of our findings on migrant students’ social mobility, future research, and migrant education policy.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"50 - 72"},"PeriodicalIF":2.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45547463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-19DOI: 10.1080/10665684.2022.2047413
N. Garcia, Verónica N. Vélez, Lindsay Pérez Huber
ABSTRACT In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research.
{"title":"Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education","authors":"N. Garcia, Verónica N. Vélez, Lindsay Pérez Huber","doi":"10.1080/10665684.2022.2047413","DOIUrl":"https://doi.org/10.1080/10665684.2022.2047413","url":null,"abstract":"ABSTRACT In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"190 - 205"},"PeriodicalIF":2.6,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44500581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/10665684.2022.2047411
Jessica Morales-Chicas, Mariana Gomez, Melissa Gussman, C. Kouyoumdjian
ABSTRACT In the United States, Latin@s remain underrepresented in the STEM workforce despite being a growing population in postsecondary institutions and across the country. Mentorship is needed to foster agency and leadership to build more Latin@ representation in STEM. In this study, we used a focus group and interviews to examine the mentee and mentor experiences of five Latin@ college students enrolled in a Hispanic-serving institution and participating in a STEM mentoring program for youth. We applied a community cultural wealth framework to describe participants’ mentoring experiences and the practices that help Latin@s navigate the pre-K-20+ STEM pipeline. Mentoring Latin@s in STEM necessitates a culturally affirming approach that acknowledges community wealth and the ways students overcome institutional barriers.
{"title":"A Cultural Wealth Approach to Understanding Latin@s’ STEM Mentee and Mentor Experiences","authors":"Jessica Morales-Chicas, Mariana Gomez, Melissa Gussman, C. Kouyoumdjian","doi":"10.1080/10665684.2022.2047411","DOIUrl":"https://doi.org/10.1080/10665684.2022.2047411","url":null,"abstract":"ABSTRACT In the United States, Latin@s remain underrepresented in the STEM workforce despite being a growing population in postsecondary institutions and across the country. Mentorship is needed to foster agency and leadership to build more Latin@ representation in STEM. In this study, we used a focus group and interviews to examine the mentee and mentor experiences of five Latin@ college students enrolled in a Hispanic-serving institution and participating in a STEM mentoring program for youth. We applied a community cultural wealth framework to describe participants’ mentoring experiences and the practices that help Latin@s navigate the pre-K-20+ STEM pipeline. Mentoring Latin@s in STEM necessitates a culturally affirming approach that acknowledges community wealth and the ways students overcome institutional barriers.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"371 - 385"},"PeriodicalIF":2.6,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46834837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/10665684.2022.2047408
N. Flores, Mark C. Lewis
ABSTRACT At the core of contemporary U.S. language education policy is the dichotomous dividing of bilingual students into English learners, who are entitled to extra support, and non-English learners, who are not entitled to this support. In this article, we genealogically trace the normative assumptions that have gone into this framing of the issue. We begin by examining the historical development of this dichotomous grouping of bilingual students within the remedial framing of the Bilingual Education Act that, building on the verbal deprivation theory that was prominent at the time, reproduced raciolinguistic ideologies that framed the language practices of bilingual students from low-income families as deficient and in need of remediation. Next, we examine how this remedial framing provided incentives for proponents of bilingual education to advocate for limited English proficiency to be defined as broadly as possible to ensure that more students were deemed eligible for these programs. We then examine contemporary vignettes that point to the tensions that this ideological underpinning has created for contemporary U.S. language education policymakers. We end with a discussion of ways of reconceptualizing U.S. language education policy that reject the remedial orientation that has informed this dichotomous framing and is responsive to the tensions illustrated in these vignettes.
{"title":"“False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy","authors":"N. Flores, Mark C. Lewis","doi":"10.1080/10665684.2022.2047408","DOIUrl":"https://doi.org/10.1080/10665684.2022.2047408","url":null,"abstract":"ABSTRACT At the core of contemporary U.S. language education policy is the dichotomous dividing of bilingual students into English learners, who are entitled to extra support, and non-English learners, who are not entitled to this support. In this article, we genealogically trace the normative assumptions that have gone into this framing of the issue. We begin by examining the historical development of this dichotomous grouping of bilingual students within the remedial framing of the Bilingual Education Act that, building on the verbal deprivation theory that was prominent at the time, reproduced raciolinguistic ideologies that framed the language practices of bilingual students from low-income families as deficient and in need of remediation. Next, we examine how this remedial framing provided incentives for proponents of bilingual education to advocate for limited English proficiency to be defined as broadly as possible to ensure that more students were deemed eligible for these programs. We then examine contemporary vignettes that point to the tensions that this ideological underpinning has created for contemporary U.S. language education policymakers. We end with a discussion of ways of reconceptualizing U.S. language education policy that reject the remedial orientation that has informed this dichotomous framing and is responsive to the tensions illustrated in these vignettes.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"257 - 269"},"PeriodicalIF":2.6,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41555943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/10665684.2022.2047412
Tadashi Dozono
ABSTRACT Queer of color literacies name the ways LGBTQ students of color read the world textually, particular to their intersecting minoritizations through race, gender, and sexuality. Queer of color literacies challenge which reading skills are deemed intellectually worthy of inquiry in schools. Rather than accept a subordinate and negated position to a white cisheteropatriarchal norm, queer of color literacies subvert schools’ normative values. Using critical autoethnography, I reread critical incidents from my classroom teaching through queer of color scholarship to reimagine how teachers might sustain their students’ queer of color literacy practices, which include reading through play, disidentification, and textual shadows. Achieving equity in schools requires moving beyond traditional measures of excellence by further grounding excellence in queer of color students’ subversive analytic practices and subcultural assets.
{"title":"Queer of Color Literacies as Subversive Reading Practice: How Queer Students of Color Subvert Power in the Classroom","authors":"Tadashi Dozono","doi":"10.1080/10665684.2022.2047412","DOIUrl":"https://doi.org/10.1080/10665684.2022.2047412","url":null,"abstract":"ABSTRACT Queer of color literacies name the ways LGBTQ students of color read the world textually, particular to their intersecting minoritizations through race, gender, and sexuality. Queer of color literacies challenge which reading skills are deemed intellectually worthy of inquiry in schools. Rather than accept a subordinate and negated position to a white cisheteropatriarchal norm, queer of color literacies subvert schools’ normative values. Using critical autoethnography, I reread critical incidents from my classroom teaching through queer of color scholarship to reimagine how teachers might sustain their students’ queer of color literacy practices, which include reading through play, disidentification, and textual shadows. Achieving equity in schools requires moving beyond traditional measures of excellence by further grounding excellence in queer of color students’ subversive analytic practices and subcultural assets.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"28 - 41"},"PeriodicalIF":2.6,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59763132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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