Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners

Autor/in	Salas, Rachel G.
Titel	Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners
Quelle	In: International Journal of Multicultural Education, 19 (2017) 1, S.7-23 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Equal Education; Social Justice; English Language Learners; Immigrants; Educational Legislation; State Legislation; Student Needs; Autobiographies; Ethnography; Critical Theory; Race; Hispanic Americans; Participant Observation; Educational Change; Personal Narratives; Documentation; Resistance to Change + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Immigrant; Immigrantin; Immigranten; Bildungsrecht; Schulgesetz; Landesrecht; Autobiography; Autobiografie; Autobiographie; Ethnografie; Kritische Theorie; Rasse; Abstammung; Hispanic; Hispanoamerikaner; Teilnehmende Beobachtung; Bildungsreform; Erlebniserzählung; Dokumentation
Abstract	Many states in the western United States have seen an increase in the immigrant population. One state, in particular, has seen its foreign-born population increase 64.7% from 2000 to 2013. This increase in cultural and linguistic diversity foregrounds the 2013 passage of a specific Senate bill that "enacts provisions providing English language learning for students" in this state. The Senate bill also calls for the creation of a council to make recommendations to the appropriate governing boards on how best to meet the instructional needs of English Learners (ELs) in the state. LeChatelier's principle of equilibrium and Bell's interest convergence are used to analyze the recommendations. In addition, I use autoethnography and Latino critical race theory to interrogate the complexity of my dual membership, as an EL and an academic, in a cultural, political, and educational context. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01