Teacher disequilibrium, programmatic doublespeak, and “a day without immigrants”

Bibliographic Data

ID21747123
AuthorsSue Sala (0000-0002-0007-7062, Middle, Secondary, K-12 Education, UNC Charlotte College of Education, Charlotte, North Carolina, USA, corresponding author), Jatnna Acosta (Middle, Secondary, K-12 Education, UNC Charlotte College of Education, Charlotte, North Carolina, USA), Jillian La Serna (Educational Leadership, UNC Charlotte College of Education, Charlotte, North Carolina, USA)
Year2022
Volume19
Issue4
Pages343-361
Publication date2022-10-02
Open AccessNo
TypeARTICLE
VenueJournal of Curriculum and Pedagogy (JOURNAL)
Journal identifiersISSN: 1550-5170 • E-ISSN: 2156-8154
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15505170.2021.1928570
OpenAlexW3180961309
LanguageEN
Citations received5
References cited29

In this article, we leverage in-depth interview to probe a Third Grade teacher’s memories of the 2016–2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina’s new Latinx communities. As our analysis will demonstrate, Mariana Castillo’s interaction with the events of SY 16-17 combined with her still vivid memories as a child immigrant, led to her generalization that she was just another Brown body in the North Carolina piedmont—highlighting the emotional disequilibrium of teaching in the New Latino South and the unresolved tensions that social justice-equity oriented DL/I Latinx educators face when the branding of a state-led program is “instrumental/neoliberal oriented.”

Demographic economics · Disequilibrium · Economics · Immigration · Mathematics education · Pedagogy · Political science · Sociology · Education and experiences of immigrants and refugees · Law · Migration, Refugees, and Integration · Multilingual Education and Policy · Psychology

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