Resisting Subtractive Language and Literacy Policies: Breaking the Cycles of Loss among Bilingual Preservice Educators

Autor/inn/en	Harvey-Torres, Rosalyn; Cervantes-Soon, Claudia; Brochin, Carol
Titel	Resisting Subtractive Language and Literacy Policies: Breaking the Cycles of Loss among Bilingual Preservice Educators
Quelle	In: Journal of Adolescent & Adult Literacy, 66 (2023) 4, S.273-277 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey-Torres, Rosalyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1277
Schlagwörter	Preservice Teachers; Bilingual Students; Educational Policy; Literacy Education; Preservice Teacher Education; Transformative Learning; Cultural Capital; Arizona; Texas + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Transformation
Abstract	Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low-income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as teacher educators in Arizona and Texas, shedding light on the cycles of loss that such policies create and how this loss manifests among preservice teachers. We also reflect on the agency enacted by educators to heal their identities and develop transformative literacy practices. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01