Laura C Chávez-Moreno
Datos Biográficos
| ID | 1606159 |
|---|---|
| NOMBRE | Laura C Chávez-Moreno |
| NOMBRES | Laura C |
| APELLIDO | Chávez-Moreno |
| FIRMA | CHÁVEZ-MORENO L C |
| AFILIACIONES | University of California, Los Angeles |
| ORCID | 0000-0002-6804-4961 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 116 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Latinx racialization in education
This article presents a fictitious composite conversation between a professor and a graduate student, showing how they make meaning of whether Latinx is a racial category. Their dialogue highlights a crucial shift – from asking whether Latinx is a race to recognizing the need to understand the process of racialization. The narrative demonstrates that grounding this inquiry in contributions from empirical research – particularly from the education…
Conceptualizing Latinx vis-à-vis Race in Education Research
Many U.S. education researchers studying racism and minoritized groups, including Latinxs, face the question of how to conceptualize Latinx vis-à-vis race. This question is important to the education field because schools—and education research—contribute to our society’s understanding of race and the formation of racialized groups. The author argues that not conceptualizing Latinx as a U.S.-based racial category obscures the racialization proces…
Examining Race in LatCrit
This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latin…
Toward a relational racialization lens in education
In the interdisciplinary field of education, critical race theory (CRT) is the predominant framework for studying racism. However, some have argued CRT lacks a racial theory and that CRT-education scholarship should examine how education racializes (i.e. contributes to making racialized categories). In this theoretical article, I suggest that one way to address this gap is by adopting a relational racialization lens—a perspective that helps schol…
The Continuum of Racial Literacies
An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a…
A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration
Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach – through its assumption that White students will be the English-language models – impedes DL’s potential to provide …
Racist and Raciolinguistic Teacher Ideologies
Many schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy scho…
Critiquing Racial Literacy
Racial literacy has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer to antiracist practices and ideologies, a definition that casts some people as either racially literate or illiterate. In this essay the author draws on examples from education literature to argue that this interdisciplinary conceptual norm hinders scholars’ attempts to reveal the dom…
Bilingual education for self-determination
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x background…
U.S. Empire and an Immigrant’s Counternarrative
U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremac…
Dual Language as White Property
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…
A Seat at the Table
Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect betwee…
Research on Teacher Preparation
Critiquing Teacher Preparation Research
This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their m…
Critiquing Teacher Preparation Research
This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their m…
Critiquing Racial Literacy
Racial literacy has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer to antiracist practices and ideologies, a definition that casts some people as either racially literate or illiterate. In this essay the author draws on examples from education literature to argue that this interdisciplinary conceptual norm hinders scholars’ attempts to reveal the dom…
Dual Language as White Property
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…
U.S. Empire and an Immigrant’s Counternarrative
U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremac…
Racist and Raciolinguistic Teacher Ideologies
Many schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy scho…
Bilingual education for self-determination
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x background…
Toward a relational racialization lens in education
In the interdisciplinary field of education, critical race theory (CRT) is the predominant framework for studying racism. However, some have argued CRT lacks a racial theory and that CRT-education scholarship should examine how education racializes (i.e. contributes to making racialized categories). In this theoretical article, I suggest that one way to address this gap is by adopting a relational racialization lens—a perspective that helps schol…
A Seat at the Table
Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect betwee…
Conceptualizing Latinx vis-à-vis Race in Education Research
Many U.S. education researchers studying racism and minoritized groups, including Latinxs, face the question of how to conceptualize Latinx vis-à-vis race. This question is important to the education field because schools—and education research—contribute to our society’s understanding of race and the formation of racialized groups. The author argues that not conceptualizing Latinx as a U.S.-based racial category obscures the racialization proces…
A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration
Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach – through its assumption that White students will be the English-language models – impedes DL’s potential to provide …
Critiquing Teacher Preparation Research
This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their m…
Research on Teacher Preparation
A Seat at the Table
Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect betwee…
Bilingual education for self-determination
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x background…
U.S. Empire and an Immigrant’s Counternarrative
U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremac…
Dual Language as White Property
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…
The Continuum of Racial Literacies
An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a…
A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration
Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach – through its assumption that White students will be the English-language models – impedes DL’s potential to provide …
Racist and Raciolinguistic Teacher Ideologies
Many schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy scho…
Critiquing Racial Literacy
Racial literacy has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer to antiracist practices and ideologies, a definition that casts some people as either racially literate or illiterate. In this essay the author draws on examples from education literature to argue that this interdisciplinary conceptual norm hinders scholars’ attempts to reveal the dom…
Examining Race in LatCrit
This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latin…
Toward a relational racialization lens in education
In the interdisciplinary field of education, critical race theory (CRT) is the predominant framework for studying racism. However, some have argued CRT lacks a racial theory and that CRT-education scholarship should examine how education racializes (i.e. contributes to making racialized categories). In this theoretical article, I suggest that one way to address this gap is by adopting a relational racialization lens—a perspective that helps schol…
Conceptualizing Latinx vis-à-vis Race in Education Research
Many U.S. education researchers studying racism and minoritized groups, including Latinxs, face the question of how to conceptualize Latinx vis-à-vis race. This question is important to the education field because schools—and education research—contribute to our society’s understanding of race and the formation of racialized groups. The author argues that not conceptualizing Latinx as a U.S.-based racial category obscures the racialization proces…
Latinx racialization in education
This article presents a fictitious composite conversation between a professor and a graduate student, showing how they make meaning of whether Latinx is a racial category. Their dialogue highlights a crucial shift – from asking whether Latinx is a race to recognizing the need to understand the process of racialization. The narrative demonstrates that grounding this inquiry in contributions from empirical research – particularly from the education…
Sociology (11 obras) · Critical Race Theory in Education (10 obras) · Pedagogy (10 obras) · Gender Studies (8 obras) · Political science (8 obras) · Gender Studies (7 obras) · Global Education and Multiculturalism (7 obras) · Bilingual education (5 obras) · Law (5 obras) · Multilingual Education and Policy (5 obras)