Transnational language teaching activism for intercultural/bilingual education in elementary school settings
Bibliographic Data
| ID | 21747217 |
|---|---|
| Authors | Lorena Córdova Hernández (0000-0002-2681-7102, Benito Juárez Autonomous University of Oaxaca, corresponding author), Lorena Córdova-Hernández (Benito Juárez Autonomous University of Oaxaca), Patricia Núñez Porras (The University of Texas at Austin), Julia Hernandez (0000-0002-2778-3127, The University of Texas at Austin) |
| Year | 2024 |
| Volume | 21 |
| Issue | 3 |
| Pages | 234-248 |
| Publication date | 2024-07-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2024.2380323 |
| OpenAlex | W4401337882 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
Language teaching activism is a political movement for educational transformation where the role of teachers and languages, as a medium of instruction and literacy, are fundamental for equity and social justice. This paper analyzes the reflections from elementary school teachers from Austin (Texas, U.S.) and Oaxaca (Mexico) during a collaborative symposium to exchange transnational classroom pedagogies from February to December 2022. Specifically, it analyzes three topics: (a) curriculum critique, (b) instructional strategies, and (c) the impact of standardized high-stakes assessment. Collaboration between educators in this transnational and multiethnic context fostered critical perspectives toward the curriculum, instructional strategies, status of languages, and the assessment processes. Despite bilingual teachers being in different linguistic, educational, and political contexts, there is a common thread evident in this transnational collaboration where educator strengths inform purpose of a social justice curriculum
Curriculum · Educational Equity · Literacy · Mathematics education · Pedagogy · Political science · Politics · Social justice · Social science · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Teacher Agency in Bilingual Spaces
Combating Inequalities in Two-Way Language Immersion Programs
Introducing Raciolinguistics
Descolonitzar la ment
Nahuatl, selected vitality indicators and scales of vitality in an Indigenous language community in Mexico
Emotions and activism
Sources of individual differences in the dual language development of heritage bilinguals
Intercultural Mediation and Conflict Management Training
Language Activism
De jure but not de facto
Reaching African American Students
What counts as language education policy? Developing a materialist Anti-racist approach to language activism
Research shows that I am here for them”
Decolonial Struggles in Indigenous Language Education in Neoliberal Times
Economics of minority groups
Teachers as agents of transformative pedagogy
Culturally Relevant Pedagogy 2.0
Native Knowledge in the Americas
Boarding School Blues
Egalitarian Dialogue Enriches Both Social Impact and Research Methodologies
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |