This article presents a meta-ethnography (Urrieta Jr and Noblit (eds), Cultural constructions of identity: meta ethnography and theory, Oxford University Press. 2018. 10.1093/oso/9780190676087.001.0001) of school choice across education sectors in Milwaukee, Wisconsin, USA. A site of intense contention and experimentation around school choice, Milwaukee constitutes a unique case that can offer insights into similar education reforms increasingly being implemented on a global scale. In synthesizing six book-length qualitative research studies, I engage key differences among the texts and then offer a lines-of-argument synthesis (Noblit and Hare, Meta-ethnography: synthesizing qualitative studies. Sage Publications, 1988. 10.4135/9781412985000) that reinterprets the studies as stories about whiteness’ right to exclude across school sectors (Aggarwal, in: Fernandes (ed), Feminists rethink the neoliberal state: inequality, exclusion, and change, New York University Press, 2018. 10.18574/nyu/9781479800155.003.0003; Harris, Harv Law Rev 106(8):1707–1791, 1993. 10.2307/1341787). Lastly, I engage various layers of interpretation in the studies (via the interconnected avenues of theory, researcher positionality, and methodology) to describe race taming discourses that attempt to make race, racism, and white supremacy manageable and containable through insufficient education interventions. I suggest that both exclusion and race taming can offer cautionary lessons about the tenuousness and possibilities of interest convergence during a time of apparently renewed cross-racial support for public education in the contemporary Milwaukee education scene.

In this case study on the ideologies and discourses undergirding Colombia's national foreign language policy, Colombia Bilingüe, I draw on theories of coloniality, decolonization, and ideology in critical theory to analyze changes in official discourses as they relate to the construction of peace in Colombia.

Background Currently, most Latinx emergent bilingual (EB) students are educated in English-medium programs alongside English-dominant peers. Legally mandated social integration of EB students coincides with a prescriptive linguistic emphasis on content-language integration in ESL (English as a second language) programs; both integrative approaches are particularly salient in the current hyperracial climate in the United States. Focus of Study We explore two schools’ responses to Latinx EB population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices. Research Design This qualitative multiple case study spans two Texas schools selected by purposeful maximal sampling over the course of two separate academic years. Data include semistructured interviews, focus group interviews, and participant observations. Findings We find that institutional structures across the sites tended to promote a denial of responsibility for racial stratification and a concomitant disciplining of the school curriculum. We argue that both integrative approaches ultimately perpetuated white racial domination. Conclusions/Recommendations We suggest that ESL research and practice would benefit from an explicit questioning of racializing discourses and boundaries of academic disciplines as part of a racially literate critical practice designed to counter the normalization of whiteness.

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