Critical Race Pedagogy for More Effective and Inclusive World Language Teaching

Autor/in	Anya, Uju
Titel	Critical Race Pedagogy for More Effective and Inclusive World Language Teaching
Quelle	In: Applied Linguistics, 42 (2021) 6, S.1055-1069 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anya, Uju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amab068
Schlagwörter	Critical Theory; Race; Equal Education; Racial Bias; African American Students; Second Language Instruction; Social Justice; Teaching Methods; Curriculum; Instructional Materials; Spanish; Minority Serving Institutions; College Students; Language Teachers + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fremdsprachenunterricht; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Spanisch; Collegestudent; Language teacher; Sprachunterricht
Abstract	To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such injustices are perpetuated, plus, propose solutions for them. This article discusses racism and anti-Blackness in WL curriculum, materials, and instructional practices. It presents a post-hoc CRT analysis of findings from two studies: (i) an ethnographic study examining Spanish curriculum and instructional practices at two minority serving postsecondary institutions and (ii) a participatory action research collaboration with Spanish instructors examining curriculum at a predominantly white institution--both studies linked by how they reveal endemic racism and anti-Blackness in WL programmes. Ultimately, this article addresses how African Americans can more authentically and successfully participate in WL programmes. It introduces to the field a proposal of CRP for more effective WL teaching to promote practices in antiracism, equity-mindedness, and inclusivity for greater retention and success of Black students. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01