Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions

Autor/in	Huber, Lindsay Perez
Titel	Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 47 (2011) 4, S.379-401 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Critical Theory; Elementary Secondary Education; Public Education; Racial Attitudes; Racial Bias; Racial Discrimination; Hispanic American Students; Language of Instruction; Sociolinguistics; Social Justice; Interviews; Student Attitudes; Immigration; Immigrants; Discourse Analysis; Grounded Theory; Educational Policy; Politics of Education; California; United States + Suchen Sie Ihr Suchwort? Kritische Theorie; Öffentliche Erziehung; Rassenfrage; Racial discrimination; Rassismus; Racial bias; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching language; Unterrichtssprache; Soziolinguistik; Soziale Gerechtigkeit; Interviewing; Interviewtechnik; Schülerverhalten; Immigrant; Immigrantin; Immigranten; Diskursanalyse; Politics of education; Bildungspolitik; Educational policy; Kalifornien; USA
Abstract	This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism--the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies "native" ("white") dominance, and reinforces hegemonic power--emerge in California public K-12 education for Chicana students. I use data from 40 "testimonio" interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression--systemic, everyday forms of racist nativism that are subtle, layered, and cumulative verbal and non-verbal assaults directed toward People of Color. (Contains 12 notes and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10