Raciolinguistic Ideology of Antiblackness: Bilingual Education, Tracking, and the Multiracial Imaginary in Urban Schools

Autor/in	Sung, Kenzo K.
Titel	Raciolinguistic Ideology of Antiblackness: Bilingual Education, Tracking, and the Multiracial Imaginary in Urban Schools
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 8, S.667-683 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sung, Kenzo K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1479047
Schlagwörter	Bilingualism; Urban Schools; English Only Movement; Educational Change; Social Environment; Ideology; Middle School Students; Student Attitudes; Track System (Education); Racial Bias; African American Students; Bilingual Education Programs; English Language Learners; Race; Asian American Students; Hispanic American Students; Racial Relations; State Legislation; Educational Legislation; Federal Legislation; Hidden Curriculum; Program Descriptions; Cultural Pluralism; English (Second Language); California + Suchen Sie Ihr Suchwort? Bilingualismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Soziales Umfeld; Ideologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Leistungsgruppe; Leistungsdifferenzierung; Racial discrimination; Rassismus; African Americans; Afroamerikaner; Studentin; Rasse; Abstammung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Landesrecht; Bildungsrecht; Schulgesetz; Bundesrecht; Heimlicher Lehrplan; Kulturpluralismus; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien
Abstract	Based on a qualitative study of an urban middle school, this article examines student perceptions of shifting tracking structures following the dismantling of a school's bilingual education program. The article demonstrates that students understood the school changes based on supposed language needs through an explicitly racialized lens, thereby illuminating both the permeability and entrenchment of raciolinguistic ideologies in the predominantly nonwhite school. In particular, a raciolinguistic ideology of antiblackness that positioned Black students as lacking when compared to other non-White students was ultimately reproduced in student discourse despite the change from bilingual education to English-only class tracks. This finding is significant because it questions how education reform is often structured without regard to broader social contexts and histories. The article concludes by exploring strategies policymakers and educators can draw from to challenge underlying relational racializations of antiblackness that are so pervasive in our current language education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01