"Accentuate the Positive; Eliminate the Negative": Hegemonic Interest Convergence, Racialization of Latino Poverty, and the 1968 Bilingual Education Act

Autor/in	Sung, Kenzo K.
Titel	"Accentuate the Positive; Eliminate the Negative": Hegemonic Interest Convergence, Racialization of Latino Poverty, and the 1968 Bilingual Education Act
Quelle	In: Peabody Journal of Education, 92 (2017) 3, S.302-321 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2017.1324657
Schlagwörter	Hispanic Americans; Racial Bias; Poverty; Bilingual Education; Educational Legislation; Second Language Learning; Critical Theory; Race; Socioeconomic Influences; Cultural Influences; Role of Education; Activism; Political Issues; Desegregation Litigation; School Desegregation; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Racial discrimination; Rassismus; Armut; Bilingual teaching; Bilingualer Unterricht; Bildungsrecht; Schulgesetz; Zweitsprachenerwerb; Kritische Theorie; Rasse; Abstammung; Sozioökonomischer Faktor; Cultural influence; Kultureinfluss; Bildungsauftrag; Aktivismus; Politischer Protest; Politischer Faktor; Integrative Schule; Kalifornien
Abstract	Derrick Bell's interest convergence thesis is a seminal framework to analyze social change within critical race theory. While interest convergence's influence has grown, two foundational questions have been raised: do interest groups act rationally; does interest convergence also offer a change prescription or only an explanation of prior events. By revisiting Bell's early influences, via the concept of hegemony, the article intervenes in these two formative debates by offering a reimagined analytic framing that I term "hegemonic interest convergence." The article then applies this concept to analyze how broader political economic shifts shaped the struggles within which the 1968 Bilingual Education Act arose. I demonstrate that support for bilingual education stemmed from a seeming interest convergence among policymakers and Latino activists based on economic, rather than cultural, concerns regarding poor urbanizing Latino communities. In doing so, policymakers promoted the bill as a concession to redirect focus from other Latino demands for economic uplift and a tool to promote ideas of cultural deficit that reimagined job automation and outsourcing into linguistic and racial "handicaps." These findings are significant in illuminating how hegemonic interest convergence functions, thereby providing a novel historiographical analysis of the Bilingual Education Act as well as suggesting a possible strategy for future change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01