Researching Latinxs, Racism, and White Supremacy in Bilingual Education: A Literature Review

Autor/in	Chávez-Moreno, Laura C.
Titel	Researching Latinxs, Racism, and White Supremacy in Bilingual Education: A Literature Review
Quelle	In: Critical Inquiry in Language Studies, 17 (2020) 2, S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chávez-Moreno, Laura C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2019.1624966
Schlagwörter	Bilingual Education; Language Planning; Hispanic Americans; Hispanic American Students; Racial Bias; Critical Theory; Race; Educational Research; Language Minorities; Racial Identification; Educational Policy; Policy Formation + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Sprachwechsel; Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Bildungsforschung; Pädagogische Forschung; Sprachminderheit; Politics of education; Bildungspolitik; Politische Betätigung
Abstract	This article reviews literature on U.S. bilingual education that addresses white supremacy and racism, specifically pertaining to Latinx youth and their teachers. To illustrate the wide range of the research, the author categorizes the reviewed articles into three lines of inquiry: documenting language education policies, negotiating identity, and addressing pedagogical or programmatic problems in bilingual education. She discusses connections across the literature with regard to the researchers' social practices and the trends, implications, contributions, and gaps in the scholarship as a whole. The author finds that research examining white supremacy and racism mostly takes place in language-restrictive or dual-language contexts, and is overwhelmingly conducted by language and bilingual education scholars, not race scholars. To diversify the questions and perspectives used to study this topic, the author calls for more exploration of white supremacy in bilingual education contexts with a majority of Latinx students, where Latinxs can still suffer from racism and learn hegemonic epistemologies. She also recommends expanding the variety of race theories employed, and for future studies that conceptualize bilingual education as engaging in the racial formation of Latinxs. Having more diverse research areas and methodologies to investigate these issues may aid in developing curricular and pedagogical practices that counter white supremacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01