Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Autor/in	Chávez-Moreno, Laura C.
Titel	Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity
Quelle	In: American Educational Research Journal, 58 (2021) 6, S.1107-1141 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chávez-Moreno, Laura C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211052508
Schlagwörter	Race; Critical Theory; Bilingualism; Bilingual Education Programs; Secondary School Students; Equal Education; Hispanic American Students; Educational Policy; Educational Practices; Whites; Literacy; Educational Benefits; Racial Identification; Advantaged; Spanish; English (Second Language); Second Language Learning; Ethnography; Racial Bias; Reputation; Neoliberalism; State Legislation + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Bilingualismus; Sekundarschüler; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Bildungspraxis; White; Weißer; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsertrag; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnografie; Racial discrimination; Rassismus; Neo-liberalism; Neoliberalismus; Landesrecht
Abstract	This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program's policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites--which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites' inequitable material accumulation. I problematize the logic of DL--highlighting that DL has the elitist tendencies of world-language education--and assess DL's potential to deliver educational justice to Latinxs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01