Article2016

The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom

Juan A. Freire · Verónica E. Valdez · M. Garrett Delavan

54 citations0/0 files storedJournal of Latinos and Education

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Multilingual Education and Policy Latin American and Latino Studies Critical Race Theory in Education

Abstract

Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests. Implications for dual language education stakeholders are discussed.

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References

1993Whiteness as Property 1995Toward a Critical Race Theory of Education 2016Toward a Critical Race Theory of Education 1994Foundations of Bilingual Education and Bilingualism 1980Brown v. Board of Education and the Interest-Convergence Dilemma 2011Methods of Critical Discourse Analysis 2003Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research 1984Orientations in Language Planning

Cited by

2021Editorial introduction: a historical overview of the expanding critique(s) of the gentrification of dual language bilingual education 2021Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity 2019Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education: The Transformational Dual Language Educational Framework 2019Researching Latinxs, racism, and white supremacy in bilingual education: A literature review 2020‘Converse racialization’ and ‘un/marking’ language: The making of a bilingual university in a neoliberal world 2019

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