Critically assessing the 1968 Bilingual Education Act at 50 years: Taming tongues and Latinx communities

Ofelia Garcı́a · Kenzo K. Sung

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

Abstract

As the 1968 Bilingual Education Act (BEA) reaches its 50th anniversary, we provide a critical historical review of its contradictory origins and legacy. By distilling the BEA’s history into three periods that we label “power to the people,” “pride for the people,” and “profit from the people,” we demonstrate that the bill was never meant to fully support 1960s Latinx activists’ goal for a race radical bilingual education to confront racism and structural inequities, yet it offered a transitory moment in which aspirations for such goals were partially realized. This finding is significant, as the article concludes by exploring what possibilities there are to create new moments to imagine more in this neoliberal multicultural era of dual language education, where bilingualism and cultural diversity are too often commodified off the proverbial backs of Latinx youth.

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References

2017Borderlands/La Frontera: The New Mestiza 2006Settler colonialism and the elimination of the native 1994Racial Formation in the United States: From the 1960s to the 1990s 2009Bilingual education in the 21st century: a global perspective 2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education 1980Brown v. Board of Education and the Interest-Convergence Dilemma 2017Unsettling race and language: Toward a raciolinguistic perspective 2015The Intimacies of Four Continents

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