Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-05T11:38:52.380Z Has data issue: false hasContentIssue false

5 - Disciplining Bilingual Education

from Part II - The United States Context

Published online by Cambridge University Press:  18 July 2019

Thomas Ricento
Affiliation:
University of Calgary
Get access

Summary

This chapter argues that disciplining of bilingual education as a scholarly field served to divorce discussions of bilingual education from broader political and economic struggles in favor of the seemingly objective pursuit of the benefits of bilingual education. This disciplining of bilingual education was part of a larger discursive shift that reframed discussions of racial inequality from a focus on unequal access and the need for structural change to a focus on the deficiencies of racialized communities and the need for modifying these deficiencies. The chapter ends with a call for bilingual education scholars to situate issues of language inequality within the broader white supremacist and capitalist relations of power. This will offer bilingual education scholars tools for rejecting deficit perspectives of language-minoritized children and pointing to the broader racial stratification that makes these deficit perspectives possible to begin with.

Type
Chapter
Information
Language Politics and Policies
Perspectives from Canada and the United States
, pp. 97 - 113
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aggarwal, U. (2016). The ideological architecture of whiteness as property in educational policy. Educational Policy, 30(1), 128–52.Google Scholar
Aguirre, F., Bowman, K., Mendez, G., Mendez, S., Robbie, S. & Strum, P. (2015). Mendez vs. Westminster: A living history. Michigan State Law Review, 2014(401), 401–27.Google Scholar
Appleby, R. & Pennycook, A. (2017). Swimming with sharks, ecological feminism and posthuman language politics. Critical Inquiry in Language Studies, 14(2/3), 239–61.Google Scholar
Bale, J. (2011). Tongue-tied: Imperialism and second language education in the United States. Critical Education, 2(8). Retrieved from https://ices.library.ubc.ca/index.php/criticaled/article/view/182322/182390 [Last accessed March 14, 2019].Google Scholar
Bell, D. (1995). Who’s afraid of critical race theory? University of Illinois Law Review, 1995, 893910.Google Scholar
Bhandaru, D. (2013). Is white normativity racist? Michel Foucault and post-Civil Rights racism. Polity, 45(2), 223–44.Google Scholar
Bilingual Education: Hearings before the Special Subcommittee on Bilingual Education of the Committee on Labor and Public Welfare, Senate, 90th Congress. Washington, DC, May 18, 19, 26, 29, and 31 (1967).Google Scholar
Briggs, L. (2002). Reproducing Empire: Race, Sex, Science and US Imperialism in Puerto Rico. Berkley, CA: University of California Press.Google Scholar
Brown v. Board of Education, 347 U.S. 483 (1954).Google Scholar
Cervantes-Soon, C. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 6582.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of the bilingual child. Review of Educational Research, 49(2), 222–51.Google Scholar
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.Google Scholar
Flores, N. (2016). A tale of two visions: Hegemonic whiteness and bilingual education. Educational Policy, 30(1), 1338.Google Scholar
Flores, N. (2017). Bilingual education. In García, O., Flores, N. & Spotti, M. (eds.), Oxford Handbook of Language and Society. New York: Oxford University Press, pp. 525–44.Google Scholar
Flores, N., Kleyn, T. & Menken, K. (2015). Looking holistically in a climate of partiality: Identities of students labeled long-term English language learners. Journal of Language, Identity and Education, 14(2), 113–32.CrossRefGoogle Scholar
Flores, N. & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–71.CrossRefGoogle Scholar
Grinberg, J. & Saavedra, E. (2000). The constitution of bilingual/ESL education as a disciplinary practice. Review of Educational Research, 70(4), 419–41.Google Scholar
Harris, C. (1993). Whiteness as property. Harvard Law Review, 106(8), 1710–91.Google Scholar
Heath, S. (1984). Linguistics and education. Annual Review of Anthropology, 13, 251–74.Google Scholar
Hurd, C. (2008). Cinco de mayo, normative whiteness, and the marginalization of Mexican-descent students. Anthropology & Education Quarterly, 39(3), 293313.Google Scholar
Kubota, R. (2016). The multi/plural turn, postcolonial theory and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–94.Google Scholar
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 724.Google Scholar
Matias, C., Viesca, K., Garrison-Wade, D., Tandon, M. & Galindo, R. (2014). “What is critical whiteness doing in OUR nice field like critical race theory?” Applying CRT and CWS to understand the white imagination of white teacher candidates. Equity & Excellence in Education, 47(3), 289304.Google Scholar
Melamed, J. (2011). Represent and Destroy: Rationalizing Violence in the New Racial Capitalism. Minneapolis, MN: University of Minnesota Press.Google Scholar
Mendez v. Westminster, 161 F.2d 774 (9th Cir. 1947).Google Scholar
Morales, P. Z. & Rao, A. B. (2015). How ideology and cultural capital shape the distribution of Illinois’ bilingual education programs. Online commentary. Teachers College Record. Date Published: September, 28, 2015. ID Number: 18139.Google Scholar
Nieto, S. (2000). Puerto Rican students in U.S. schools: A brief history. In Nieto, S. (ed.), Puerto Rican Students in U.S. Schools. Mahwah, NJ: Lawrence Erlbaum, pp. 538.Google Scholar
Olsen, L. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners. Long Beach: Californians Together.Google Scholar
Omi, M. & Winant, H. (1994). Racial Formation in the United States from the 1960s to the 1990s. New York, NY: Routledge.Google Scholar
Palmer, D. (2010). Race, power and equity in a multiethnic urban elementary school with a dual-language “strand” program. Anthropology & Education Quarterly, 41(2), 94114.Google Scholar
Petrovic, J. (2005). The conservative restoration and neoliberal defense of bilingual education. Language Policy, 4, 395416.Google Scholar
Ricento, T. (1998). National language policy. In Ricento, T. and Burnaby, B. (eds.), Language and Politics in the United States and Canada: Myths and Realities. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Ricento, T. (2005). Problems with the “language as resource” discourse in the promotion pf heritage languages in the U.S.A. Journal of Sociolinguistics, 9(3), 348–68.Google Scholar
Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 1534.Google Scholar
San Miguel, G. (2004). Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960–2001. Denton, TX: University of North Texas Press.Google Scholar
Sinclair, J. (2018). ‘Starving and suffocating’: Evaluation policies and practices during the first10 years of the U.S. Bilingual Education Act. International Journal of Bilingual Education and Bilingualism, 21, 710728.Google Scholar
Sleeter, C. (1995). An analysis of the critiques of multicultural education. In Banks, J. & McGee Banks, C. (eds.), Handbook of Research on Multicultural Education. New York, NY: Macmillan, pp. 8194.Google Scholar
Sung, K. (2017): “Accentuate the positive; Eliminate the negative”: Hegemonic interest convergence, racialization of Latino poverty and the 1968 Bilingual Education Act. Peabody Journal of Education, 92, 302321.CrossRefGoogle Scholar
Trujillo, A. (2014). Chicano Empowerment and Bilingual Education: Movimiento Politics in Crystal City, Texas. New York, NY: Routledge.Google Scholar
Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391429.CrossRefGoogle Scholar
Veladez, C., MacSwan, J. & Martínez, C. (2002). Toward a new view of low-achieving bilinguals: A study of linguistic competence in designated “semilinguals.” Bilingual Review, 25(3), 238–48.Google Scholar
Winant, H. (2004). The New Politics of Race: Globalism, Difference, Justice. Minneapolis: University of Minnesota Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×