Faculty Publications

Document Type

Presentation

Publication Date

4-17-2018

Publication Title

Annual Meeting of the American Educational Research Association (AERA)

DOI

10.302/1305248

Keywords

Curriculum Policy and Reform, History, Immigration/Immigrants

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Curriculum and Social Inquiry | Education Policy

Abstract

This theoretical essay offers a genealogical analysis (Foucault, 1975) that problematizes the idea of “public” with respect to schooling immigrant and bilingual students. “Public” has been reconfigured in ways that privilege hegemonic whiteness, resulting in policies and practices such as standardized testing, for example, that primarily evaluate, sort, and penalize (Foucault, 1975) schools serving these students. We contend that testing’s pernicious impacts stem from a raciolinguistic project of American identity (Flores & Rosa, 2015). Educators, adapting to the tests (Freire, 1974), cement linguistic and racial hierarchies. Referencing classrooms from our teaching and empirical work, we argue for teacher education that emphasizes the transformative potential of education and the central role of teachers as facilitators of students’ and their own liberation.

Comments

Paper presented as part of the Division B: Curriculum Studies roundtable session. This paper is also available in the AERA Online Paper Repository. Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the AERA Code of Ethics.

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