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“Now it’s all upper-class parents who are checking out schools”: gentrification as coloniality in the enactment of two-way bilingual education policies

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References

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1919Federation of Teachers

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566 cited

Cited by

2022Re-orienting to language users: humanizing orientations in language planning as praxis22 cited
2022Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education: the choice discourse of mercenary exclusivity21 cited
2022Integration in TWBE7 cited
2023Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment7 cited
2024Teachers as street-level bureaucrats: Navigating language ideologies and restrictive language environments6 cited
2023Navigating power in multilingual classrooms: teachers’ engagement with language education policies6 cited
2023Beyond the Land of Thorns: Epistemic Authorship in Dual Language Bilingual Education5 cited
2023“Research shows”: Authoritative discourse in dual language bilingual education across two school districts5 cited
2022How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program4 cited
2022Untapped potential: the current state of dual language education in Chicago Public Schools4 cited
2024Asymmetrical listening practices and hegemonic aurality in a dual‐language kindergarten classroom4 cited
2024Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities4 cited
2024Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline4 cited
2026Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education: an analytical framework and case study of educational leaders’ agency3 cited
2024Resituating Ruiz’s orientations in language planning: A content analysis of the landscape of bilingual educational research3 cited
2023Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs3 cited