Intersection of Language, Class, Ethnicity, and Policy

Toward Disrupting Inequality for English Language Learners

Oscar Jiménez-Castellanos, Eugene García

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K–12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).

Original languageEnglish (US)
Pages (from-to)428-452
Number of pages25
JournalReview of Research in Education
Volume41
Issue number1
DOIs
StatePublished - Mar 1 2017

Fingerprint

English language
ethnicity
educational inequality
intersectionality
language
educational policy
speaking
low income
school
learning
student

ASJC Scopus subject areas

  • Education

Cite this

Intersection of Language, Class, Ethnicity, and Policy : Toward Disrupting Inequality for English Language Learners. / Jiménez-Castellanos, Oscar; García, Eugene.

In: Review of Research in Education, Vol. 41, No. 1, 01.03.2017, p. 428-452.

Research output: Contribution to journalArticle

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