"Now It's All Upper-Class Parents Who Are Checking out Schools": Gentrification as Coloniality in the Enactment of Two-Way Bilingual Education Policies

Autor/inn/en	Dorner, Lisa M.; Cervantes-Soon, Claudia G.; Heiman, Daniel; Palmer, Deborah
Titel	"Now It's All Upper-Class Parents Who Are Checking out Schools": Gentrification as Coloniality in the Enactment of Two-Way Bilingual Education Policies
Quelle	In: Language Policy, 20 (2021) 3, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorner, Lisa M.) ORCID (Cervantes-Soon, Claudia G.) ORCID (Heiman, Daniel) ORCID (Palmer, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-021-09580-6
Schlagwörter	Advantaged; Foreign Policy; Bilingual Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Educational Policy; Minority Groups; Language Minorities; Immersion Programs; Urban Renewal; Neoliberalism; State Policy; School Districts; Spanish; Migrant Children; Language Planning; Teaching Methods; Texas + Suchen Sie Ihr Suchwort? Außenpolitik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Ethnische Minderheit; Sprachminderheit; Immersionsprogramm; Stadtsanierung; Neo-liberalism; Neoliberalismus; School district; Schulbezirk; Spanisch; Sprachwechsel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849-883, 2016. https://doi.org/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global designs: coloniality, subaltern knowledges, and border thinking, Princeton University Press, Princeton, 2000/2012): as two-way bilingual education (TWBE) policies are enacted, they are shaped by globalizing, neoliberal, and monoglossic discourses that have a history of dispossessing and erasing minoritized peoples and languages. Taking a critical constructivist grounded theory approach, this study brings together three unique data sets from the US Midwest, Southeast, and Texas to question: How does gentrification manifest in TWBE across policy scales and contexts? And how are stakeholders responding to or resisting gentrification and its underlying coloniality? Regardless of the varying state policy and local contexts, each TWBE program in our study experienced gentrification. Specifically, TLLs and their Spanish language(s) were replaced or diminished as TWBE policy enactment intersected with district and state policies, particularly those shaping enrollment, transportation, course scheduling, and teacher and student recruitment. While the analysis focuses on gentrification processes through policy enactment, we also detail spaces of consciousness where stakeholders recognized and resisted them and conclude with a discussion on how coloniality is both manifested and can be challenged in language policy enactment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01