TY - JOUR
T1 - “Now it’s all upper-class parents who are checking out schools”
T2 - gentrification as coloniality in the enactment of two-way bilingual education policies
AU - Dorner, Lisa M.
AU - Cervantes-Soon, Claudia G.
AU - Heiman, Daniel
AU - Palmer, Deborah
N1 - Funding Information:
We sincerely thank our research participants for their contributions to this work, as well as our blind peer reviewers and editors for their thoughtful and helpful feedback. Portions of the Midwest data collection were supported by a grant from the University of Missouri Research Board (2015–2016). Portions of the Southeastern data collection were supported by a grant from the Research Triangle Schools Partnership (2011–2012).
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.
PY - 2021/9
Y1 - 2021/9
N2 - Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849–883, 2016. https://doi.org/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global designs: coloniality, subaltern knowledges, and border thinking, Princeton University Press, Princeton, 2000/2012): as two-way bilingual education (TWBE) policies are enacted, they are shaped by globalizing, neoliberal, and monoglossic discourses that have a history of dispossessing and erasing minoritized peoples and languages. Taking a critical constructivist grounded theory approach, this study brings together three unique data sets from the US Midwest, Southeast, and Texas to question: How does gentrification manifest in TWBE across policy scales and contexts? And how are stakeholders responding to or resisting gentrification and its underlying coloniality? Regardless of the varying state policy and local contexts, each TWBE program in our study experienced gentrification. Specifically, TLLs and their Spanish language(s) were replaced or diminished as TWBE policy enactment intersected with district and state policies, particularly those shaping enrollment, transportation, course scheduling, and teacher and student recruitment. While the analysis focuses on gentrification processes through policy enactment, we also detail spaces of consciousness where stakeholders recognized and resisted them and conclude with a discussion on how coloniality is both manifested and can be challenged in language policy enactment.
AB - Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849–883, 2016. https://doi.org/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global designs: coloniality, subaltern knowledges, and border thinking, Princeton University Press, Princeton, 2000/2012): as two-way bilingual education (TWBE) policies are enacted, they are shaped by globalizing, neoliberal, and monoglossic discourses that have a history of dispossessing and erasing minoritized peoples and languages. Taking a critical constructivist grounded theory approach, this study brings together three unique data sets from the US Midwest, Southeast, and Texas to question: How does gentrification manifest in TWBE across policy scales and contexts? And how are stakeholders responding to or resisting gentrification and its underlying coloniality? Regardless of the varying state policy and local contexts, each TWBE program in our study experienced gentrification. Specifically, TLLs and their Spanish language(s) were replaced or diminished as TWBE policy enactment intersected with district and state policies, particularly those shaping enrollment, transportation, course scheduling, and teacher and student recruitment. While the analysis focuses on gentrification processes through policy enactment, we also detail spaces of consciousness where stakeholders recognized and resisted them and conclude with a discussion on how coloniality is both manifested and can be challenged in language policy enactment.
KW - Coloniality of power
KW - Dual language
KW - Gentrification
KW - Policy enactment
KW - Two-way immersion
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U2 - 10.1007/s10993-021-09580-6
DO - 10.1007/s10993-021-09580-6
M3 - Article
AN - SCOPUS:85103677912
SN - 1568-4555
VL - 20
JO - Language Policy
JF - Language Policy
IS - 3
ER -