Bilingual Education for Self-Determination: Re-Centering Chicana/o/x and Latina/o/x Student Voices

Autor/inn/en	Pacheco, Mariana; Chávez-Moreno, Laura
Titel	Bilingual Education for Self-Determination: Re-Centering Chicana/o/x and Latina/o/x Student Voices
Quelle	In: Bilingual Research Journal, 44 (2021) 4, S.522-538 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pacheco, Mariana) ORCID (Chávez-Moreno, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2052203
Schlagwörter	Self Determination; Educational Policy; Teaching Methods; Educational Practices; Neoliberalism; Power Structure; Hispanic American Students; Bilingualism; Multilingualism; English Language Learners; Teacher Attitudes; Parent Attitudes; Self Concept; Bilingual Education Programs; Educational History; Activism; Student Attitudes; Public Schools; Critical Theory; Justice; Spanish; High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Colorado; California (Los Angeles) + Suchen Sie Ihr Suchwort? Selbstbestimmung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Neo-liberalism; Neoliberalismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Elternverhalten; Selbstkonzept; History of education; Bildungsgeschichte; Aktivismus; Politischer Protest; Schülerverhalten; Public school; Öffentliche Schule; Kritische Theorie; Gerechtigkeit; Spanisch; High school; High schools; Oberschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x backgrounds who comprise the majority of "English-language Learners" in public schools. In this theoretical essay, we re-center the calls of 1960s Chicana/o Movement youth (and parents and educators) and argue that to realize their radical vision, bilingual education and educators must deliberately re-center and engage dialogically with contemporary Chicana/o/x and Latina/o/x bi/multilingual students' critical assessments about their lived intersectional experiences with language, power, identities, and schooling. To this end, we propose what we call Bilingual Education for Self-determination against Oppression (BESO). We see contemporary Chicana/o/x and Latina/o/x bi/multilingual children and youth as uniquely positioned to advance radical forms of bilingual education, like the type envisioned by Chicana/o Movement youth activists. We conclude with implications for the realization of BESO in practice and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01