The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education

Author:

Chávez-Moreno Laura C.1

Affiliation:

1. University of California, Los Angeles

Abstract

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 continuum of racial literacies, then employ it to examine dual-language curriculum and instruction practices. I use interview and classroom-observation data to reveal that a racially diverse dual-language program offered more racial-literacy practices on the hegemonic end of the continuum than the counterhegemonic end. Using teachers’ practices as an index of their program’s stance on racial literacy, I argue that the program provided a whitestream bilingual education: it offered biliteracy schooling through hegemonic racial-literacy practices that perpetuate white supremacy. The teachers’ successes and challenges speak to the need for structural attention to resources, training, and program-wide support for critical-racial-literacy practices. I conclude the article by joining calls for bilingual education to enhance youths’ critical-racial consciousness, adding racial to signal the need to be intentional in teaching about and countering racism, colonialism, and imperialism.

Publisher

National Council of Teachers of English

Subject

Linguistics and Language,Education,Language and Linguistics

Reference59 articles.

1. Sustaining a dual-language immersion program: Features of success;Alanís;Journal of Latinos and Education,2008

2. Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology;Bartolomé;Immigrant voices: In search of educational equity,2000

3. In pursuit of critical racial literacy;Brown,2016

4. Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tucson;Cabrera;American Educational Research Journal,2014

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