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Gentrification and Bilingual Education
A Texas TWBE School across Seven Years
Editors:
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Publisher:
2022
Summary
This unique volume brings together findings from six separate but interconnected studies, carried out over seven years in the same small bilingual elementary school. During a period of rapid gentrification in Austin, Texas, Hillside Elementary transformed from a predominantly Latinx, under-resourced and under-enrolled neighborhood school with a transitional bilingual program to a two-way dual language bilingual education (TWBE) school with a waiting list of middle-class families from across the school district. Chapter authors entered the context as researchers at various points along the timeline, with varied theoretical lenses, research questions, and methodological approaches. Most authors have also been parents or teachers at the school, and all were deeply invested in the school community and the education of bilingual students. They come together to argue that in order for a TWBE school to serve marginalized bilingual and BIPOC children and families, it must work collectively toward critical consciousness. Educators, parents, and students must learn to center the cultural, linguistic and racial/ethnic identities of marginalized families, and engage in ongoing dialogue at every level. The culminating product is a theme with variations: one context, one phenomenon, multiple varied positionalities and perspectives.
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Bibliographic data
Edition
1/2022
Copyright Year
2022
ISBN-Print
978-1-7936-5302-4
ISBN-Online
978-1-7936-5303-1
Publisher
Lexington, Lanham
Language
English
Pages
202
Product Type
Edited Book
Table of contents
ChapterPages
Contents No access
Figures No access
Foreword No access
Acknowledgments No access
Chapter One. Hillside Elementary, Our Research Collaborative, Gentrification, and TWBE in Texas No access Pages 1 - 24
Chapter Two. Espacios de confianza: Affectively and Systemically Resisting Color-blind Ideologies in TWBE Home-school Planning No access Pages 25 - 54
Chapter Three. “The Dual Language Program Changes Everything”: The First Year of TWBE at Hillside and the (Re)negotiation of a School’s Identity No access Pages 55 - 80
Chapter Four. “I feel it’s not about ability, it’s about power.”: Bilingual Teachers’ Interpretations of a Gentrifying Two-way Immersion Program No access Pages 81 - 104
Chapter Five. “Tenemos que seguir nuestra cultura”: Whiteness as Property at Hillside Elementary and Sam Houston Middle Schools No access Pages 105 - 132
Chapter Six. Spaces of Resistance, Hope, and Justice: Centering the Foundational Goal of Critical Consciousness at Hillside No access Pages 133 - 152
Chapter Seven. From Tamales and Mole to Pizza and Pasta: Where Went the Neighborhood, So Goes the School No access Pages 153 - 182
Chapter Eight. ¡Adelante! No access Pages 183 - 190
