This volume paints a vivid portrait of a bilingual school over seven years as it implemented a two-way-dual-language program and rapidly gentrified. Contributors—former teachers, parents, and researchers at the school—argue that to avoid marginalizing racialized bilingual families, schools must engage in dialogue toward critical consciousness.
This volume paints a vivid portrait of a bilingual school over seven years as it implemented a two-way-dual-language program and rapidly gentrified. Contributors—former teachers, parents, and researchers at the school—argue that to avoid marginalizing racialized bilingual families, schools must engage in dialogue toward critical consciousness.
Suzanne García-Mateus is assistant professor and the director of the Monterey Institute for English Learners at California State University - Monterey Bay. Deborah K. Palmer is professor of equity, bilingualism and biliteracy in the School of Education at the University of Colorado Boulder.
Inhaltsangabe
Chapter 1 Hillside Elementary, Our Research Collaborative, Gentrification, and TWBE in Texas Chapter 2 Espacios de confianza: Affectively and Systemically Resisting Color-blind Ideologies in TWBE Home-school Planning Chapter 3 "The Dual Language Program Changes Everything": The First Year of TWBE at Hillside and the (Re)negotiation of a School's Identity Chapter 4 "I feel it's not about ability, it's about power." Bilingual Teachers' Interpretation of a Gentrifying Two-way Immersion Program Chapter 5 "Tenemos que seguir nuestra cultura": Whiteness as Property at Hillside Elementary and Sam Houston Middle Schools Chapter 6 Spaces of Resistance, Hope, and Justice: Centering the Foundational Goal of Critical Consciousness at Hillside Chapter 7 From Tamales and Mole to Pizza and Pasta: Where Went the Neighborhood, So Goes the School Chapter 8 ¡Adelante!
Chapter 1 Hillside Elementary, Our Research Collaborative, Gentrification, and TWBE in Texas Chapter 2 Espacios de confianza: Affectively and Systemically Resisting Color-blind Ideologies in TWBE Home-school Planning Chapter 3 "The Dual Language Program Changes Everything": The First Year of TWBE at Hillside and the (Re)negotiation of a School's Identity Chapter 4 "I feel it's not about ability, it's about power." Bilingual Teachers' Interpretation of a Gentrifying Two-way Immersion Program Chapter 5 "Tenemos que seguir nuestra cultura": Whiteness as Property at Hillside Elementary and Sam Houston Middle Schools Chapter 6 Spaces of Resistance, Hope, and Justice: Centering the Foundational Goal of Critical Consciousness at Hillside Chapter 7 From Tamales and Mole to Pizza and Pasta: Where Went the Neighborhood, So Goes the School Chapter 8 ¡Adelante!
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