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1. Language Policies and (Dis)Citizenship: Rights, Access, Pedagogies
0 references·15 citing·55 second hop
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  • 2017Speech or Silence: Undocumented Students’ Decisions to Disclose or Disguise Their Citizenship Status in School91 cited
  • 2016Language Teacher Identity and the Domestication of Dissent: An Exploratory Account58 cited
  • 2018Translanguaging as a Pedagogical Resource in English Language Teaching: A Response to Unplanned Language Education Policies in Nepal29 cited
  • 2020Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis27 cited
  • 2015Examining the impediments to Indigenous strategy and approaches in mainstream secondary schools20 cited
  • 2015The lost generation: students of Arizona's structured English immersion19 cited
  • 2016Language Planning in Education18 cited
  • 2018Protecting language or promoting dis-citizenship? A poststructural policy analysis of the Shanghainese Heritage Project18 cited
  • 2021Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies17 cited
  • 2014English for what? Rural Nicaraguan teachers’ local responses to national educational policy16 cited
  • 2014The Role of Schools in Native American Language and Culture Revitalization: A Vision of Linguistic and Educational Sovereignty13 cited
  • 2019Contesting sub-state integration policies: migrant new speakers as stakeholders in language regimes9 cited

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2018
The right to education act (2009): Instructional medium and dis-citizenship
5 cited
  • 2021Translanguaging as a Pedagogy of Enacting Social Justice in a Multilingual Setting3 cited
  • 2019“The right to lead”: Navajo language, dis‐citizenship, and Diné presidential politics3 cited