Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language "Strand" Program
Bibliographic Data
| ID | 2280436 |
|---|---|
| Authors | Deborah K Palmer (0000-0003-4547-1589, The University of Texas at Austin, corresponding author), Deborah Palmer (0009-0003-7061-1931) |
| Year | 2010 |
| Volume | 41 |
| Issue | 1 |
| Pages | 94-114 |
| Publication date | 2010-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Anthropology & Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0161-7761 • E-ISSN: 1548-1492 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1548-1492.2010.01069.x |
| OpenAlex | W2133309513 |
| Language | EN |
| Citations received | 103 |
| References cited | 23 |
Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a "strand" dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of "interest convergence" and the frames of "color-blind racism" (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions. [two-way immersion, dual-language education, African Americans, critical race theory
Bilingual education · Critical race theory · Critical theory · Dual language · Ethnic group · Mathematics education · Pedagogy · Political science · Racism · Sociology · Critical Race Theory in Education · Gender Studies · Global Education and Multiculturalism · Law · Multilingual Education and Policy · Psychology
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You can't erase race! Using CRT to explain the presence of race and racism in majority white suburban schools
Equity/Social Justice, Instrumentalism/Neoliberalism
A Seat at the Table
Writing “Right” With Multilingual Learners
Promoting Social Inclusion in Educational Settings
Teacher Agency in Bilingual Spaces
Translanguaging and positioning in two-way dual language classrooms
Combating Inequalities in Two-Way Language Immersion Programs
The “New Racism” of K–12 Schools
Language Standardization ‘from Above’
The Cambridge Handbook of Language Standardization
Critical Race Pedagogy for More Effective and Inclusive World Language Teaching
Monologues from the Minoritized
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Flexible co-construction of meaning
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Interest convergence and hegemony in dual language
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Constructing identities
The centrality of English as one legacy of Lau
You’re the one that needs help’
Subestimamos las habilidades de los estudiantes
What Lau could have precipitated but did not
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Functions of language use and raciolinguistic ideologies in students’ interactions
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He looks like a monster ’
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Colorizing Educational Research
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The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
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School District Responses to Cultural and Linguistic Change
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Latino Education
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They need the basis of English
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This Issue
The Problems and Possibilities of Interest Convergence in a Dual Language School
Families navigating two languages in a country built for one
Dual Language Education
Race in the Schoolyard
Dual-Language Immersion Programs
Whiteness as Property
Brown v. Board of Education and the Interest-Convergence Dilemma
The Interpretation of Cultures
The Evolution of Deficit Thinking
What Two-way Bilingual Programmes Reveal About the Controversy Surrounding Race and Intelligence
A Dual Immersion Strand Programme in California
Teaching White Students about Racism
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Critical Race Theory in Education
Getting What We Ask For
Enlarging the pie
Latina Mothers and Small-Town Racisms
From Shallow to Deep
I Don't Want to Hear That
Cinco de Mayo, Normative Whiteness, and the Marginalization of Mexican-Descent Students
| Unique citing works | 103 |
|---|---|
| Citations per year | 7,92 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 95 |