Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Chávez-Moreno, Laura C.

doi:10.3102/00028312211052508

Cited by 33 publications

(11 citation statements)

References 58 publications

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“…Through existing rights to use and enjoyment (Harris, 1993), property is accessed most easily by those who reside along with existing axes of advantage. Thus, as the SoBL becomes a desirable commodity, it becomes relatively unsurprising that programs that prepare students to receive the seal (e.g., dual-language programs and International Baccalaureate programs) are growing most rapidly in areas of privilege (Subtirelu et al, 2019; Valdez et al, 2016), while the minoritized students for whom the seal was originally intended often face additional barriers to accessing them (Chávez-Moreno, 2021; Snyder, 2020). These dynamics necessitate further analysis of the racialized dynamics of access to the SoBL and to language education more broadly (also see Flores & Rosa, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The authors further demonstrated that schools with high populations of students of color are less likely to have access to SoBL-oriented programming. Chávez-Moreno (2021) and Snyder (2020) researched these dynamics—both also drawing on the lens of whiteness as property—to demonstrate how various iterations of language-education policies reinforce and privilege whiteness through policy and programmatic discourse. In our own research (see Colomer & Chang-Bacon, 2020), we documented students’ keen awareness of these racialized dynamics.…”

Section: Literature Reviewmentioning

confidence: 99%

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Biliteracy as Property: Promises and Perils of the Seal of Biliteracy

Chang‐Bacon

Colomer

2022

Journal of Literacy Research

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A majority of U.S. states have established a “Seal of Biliteracy” (SoBL) to recognize students’ multilingualism. Primarily under the purview of bilingual and world language education, the field of literacy research has remained largely silent on these seals. Yet, the authority these seals grant to state institutions for credentialing literacy has substantial implications for literacy research. This study analyzes 23 states that established a SoBL through legislative action. Informed by the study of seals as an ancient literacy practice, we draw on policy and visual discourse analysis to analyze state laws alongside the visual seals themselves. Incorporating theories of whiteness as property, we examine dynamics of racial, linguistic, and educational privilege to put forth a framework of biliteracy as property. Although we laud the growing popularity of the SoBL, we also caution against ceding authority to the state to assess, award, and “authenticate” biliteracy as a form of property.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Biliteracy as Property: Promises and Perils of the Seal of Biliteracy

Chang‐Bacon

Colomer

2022

Journal of Literacy Research

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“…There are also significant challenges that must be addressed in the DLBE context (Valdés, 1997; Flores et al, 2020). Previous studies have reported varying levels of inequities and power dynamics deeply rooted in white supremacy and global capitalism within the DLBE context (e.g., Burns, 2017; Cervantes-Soon et al, 2017, 2021; Chávez-Moreno, 2021; Flores et al, 2020; García et al, 2021; Heiman & Murakami, 2019; Muro, 2016; Palmer, 2010). Moreover, minoritized parents may feel hesitant or silenced in articulating their opinions about programs (Olivos, 2021; Olivos & Lucero, 2018) and are more likely to express gratitude, approval, or appreciation for their child’s program than white parents (Oliveira et al, 2021; Olivos, 2021; Olivos & Lucero, 2018).…”

Section: Review Of the Literaturementioning

confidence: 99%

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and equitable language programs that serve all students. Furthermore, the changing demographics of students and their families with transnational experiences, along with the growing diversity in non-Spanish DLBE languages, highlight the need for research that documents diverse DLBE programs and contexts. Considering this context, acknowledging parental views on Korean programs is meaningful in valuing the opinions of parents with rich transnational experiences in one of the less-commonly taught language programs in the country. Korean dual language programs are also under-researched in the DLBE literature, despite their unique spaces where different power dynamics emerge compared to Spanish or Chinese DLBE programs. Objective and Research Question: This study aims to investigate parents’ evaluations of DLBE programs, their plans to enroll their child until the secondary level, and potential reasons for leaving DLBE programs. First, the researcher explores parents’ evaluations of Korean dual language programs (KDLPs) and examines how parental evaluation is associated with other aspects of parents’ views and characteristics, such as their demographic features, parental satisfaction with their child’s language development, integration experiences among both children and parents, and parental involvement in the program. Next, the researcher investigates whether parents plan to enroll their child in KDLPs until the secondary level (grade 8 or 12) and examines the relationship between their plan and program evaluation. The study also probes the association between parental commitment plans and other variables related to parents’ views and characteristics. Finally, the study explores potential reasons that could spur parents to leave KDLPs. Research Design: This quantitative study used survey data collected from a sample of over 450 parents of students in seven KDLPs at the elementary level in Southern California. This study employed multilevel modeling, accounting for the nested data structure of respondents within schools. The parental evaluation variable was explored by multilevel ordinary least squares (OLS) regression with a cubed form of program evaluation value as the dependent variable to explore parents’ evaluation. For examining parents’ program commitment plans, multilevel logistic regression analysis was employed. To examine the difference between Korean and non-Korean parents in potential reasons for leaving the program, this study used the Wilcoxon-Mann-Whitney test. Conclusions/Recommendations: The results show that parental evaluation of KDLPs is positively linked with satisfaction in bilingualism, biliteracy, academic rigor, and sociocultural competence variables, with satisfaction in the target language (Korean) and academic rigor having the most significant impact. The study also reveals that parents’ likelihood of enrolling their child in a secondary KDLP is influenced by the length of their child’s enrollment, satisfaction with academic rigor, and integration among children. Interestingly, program evaluation does not significantly affect enrollment decisions. The integration issue that children did not get along with students of different races and cultures was the most influential reason for leaving the KDLPs for both Korean and non-Korean parents. Non-Korean parents also cited challenges with target language instruction as a potential reason for leaving the program. In summary, the results reveal the complex nature of parental perceptions and highlight the values that parents prioritize when assessing the programs. These insights have important implications for future research on KDLPs and DLBE programs more broadly, in terms of both advancing theoretical discussions and informing empirical investigations. By shedding light on the complexities of parental evaluations, this study also proposes the need for a distinct ideological framework in Asian language programs to better understand individual experiences and promote equity and justice in those programs.

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“…The third figure of man, then—deliberately with a lower case m —is still taking shape, with education and AI as an important ground for its development. This marks a departure for education research that has focused, until recently, on sociological and psychological critiques addressed primarily to human-to-human relations (Chávez-Moreno, 2021).…”

Section: Intelligence Ai and Educationmentioning

confidence: 99%

AI, Concepts of Intelligence, and Chatbots: The “Figure of Man,” the Rise of Emotion, and Future Visions of Education

Baker,

Mills,

McDonald

et al. 2023

Teachers College Record: The Voice of Scholarship in Education

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Background: Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping “the human,” the purposes of schooling, and pedagogy. Focus of Study: The paper examines how different formulations of “human” became interwoven with the sliding signifier of “intelligence” through a series of violent exclusions, and how the shifting contour of “intelligence” produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education. Research Design: This paper adapts a historical-philosophical method. It traces the effects of colonialism and racialization within humanism’s emergence through Sylvia Wynter’s historiography of “figure of Man,” especially via the invention of “intelligence,” which has linked education and computer science. It also investigates themes central to modern education such as justice, equity, and in/exclusion through a philosophical examination of the ontological scales of “human.” Conclusions: After outlining how “intelligence” has shifted from reason-as-morality to concepts of natural intelligence, we argue that current examples of AI in Education (AIEd), like classroom chatbots and social agents, constitute an intermediary point in the arc toward a new computational superintelligence—the emergence of man3—illustrating the opportunities, risks, and ethical issues in pedagogical applications based on emotion. We outline three differing visions of AIEd’s future, concluding with a series of provocations (onto-epistemological, practice-based, and purposes of schooling) that exceed such models and that, given rapid innovations in machine learning, require urgent consideration from multiple stakeholders.

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Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Cited by 33 publications

References 58 publications

Biliteracy as Property: Promises and Perils of the Seal of Biliteracy

Biliteracy as Property: Promises and Perils of the Seal of Biliteracy

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

AI, Concepts of Intelligence, and Chatbots: The “Figure of Man,” the Rise of Emotion, and Future Visions of Education

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