In the Aftermath of Unz
Bibliographic Data
| ID | 12751990 |
|---|---|
| Authors | Socorro Herrera (Kansas State University, corresponding author), Kevin Murry (Kansas State University) |
| Year | 1999 |
| Volume | 23 |
| Issue | 2-3 |
| Pages | 179-198 |
| Publication date | 1999-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.1999.10668685 |
| OpenAlex | W1975617118 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
Recent initiatives such as Proposition 227, the Unz Initiative, demonstrate the implications of referenda and other sociocultural and sociopolitical threats to the appropriate education of culturally and linguistically diverse students. Such initiatives often capitalize upon the politicization of the ESL/bilingual education environment in order to threaten quality programming and equitable education for all students. These trends call for a greater emphasis in the professional development and practice of educators toward capacity building for student, family, and program advocacy. This article explores the potential contribution of current educational and related literature in the development of an initial framework for such advocacy
Bilingual education · Business · Order (exchange · Pedagogy · Political science · Professional development · Proposition · Public relations · Sociocultural evolution · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy
| Citations per year | 0.2 |
|---|---|
| Citation span | 2006 - 2021 (16) |
| Highly cited | No |