Title

Adding Flesh to the Bones: Dignity Frames for English Learner Education

Publication Date

Winter 11-29-2021

Document Type

Article

Department

Secondary Education

Publication Title

Harvard Educational Review

Volume

91

Issue

4

DOI

10.17763/1943-5045-91.4.482

First Page

482

Last Page

510

Abstract

In this essay, Luis E. Poza argues that educational dignity can help practices and reforms targeting students classified as English learners move beyond a narrow focus on programmatic and material factors related to English language development and instead toward more holistic consideration of these students and their schooling ecologies. In aligning the philosophical and legal operationalizations of dignity with landmark judicial victories for racially and linguistically minoritized students, he argues that dignity frameworks are relevant and actionable for more effectively imagining and designing education as an empowering, emancipatory endeavor.

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