Engaging Bilingual Students in Sustained Literature Study in Central Texas

Fránquiz, María E.; Avila, Antonieta; Lewis, Brenda Ayala

doi:10.18085/llas.5.3.e13g5462g7341x05

Cited by 15 publications

(6 citation statements)

References 17 publications

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“…Building on theoretical frameworks such as Community Cultural Wealth (Yosso 2005) or Culturally Sustaining Pedagogies (Paris and Alim 2017), empirical studies demonstrate the academic and socioemotional value of culturally‐relevant literature and hands‐on learning experiences originating in home cultures (Fránquiz, Avila, and Lewis 2013; Huerta and Riojas‐Cortez 2011). Research has also explored the value of developing DLBE students' critical sociocultural and linguistic consciousness (Freire, 2019), the awareness of how societal power relations structure language use and cultural participation (Paris and Alim, 2017).…”

Section: Literature Review: What Exactly Does “The Research” Show?mentioning

confidence: 99%

“Research shows”: Authoritative discourse in dual language bilingual education across two school districts

Menard–Warwick

Palmer

2023

Anthropology & Edu Quarterly

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In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish‐speaking families. While educators in both districts commonly cited “the research” to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictions within DLBE that are often obscured by advocacy imperatives.

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Section: Literature Review: What Exactly Does “The Research” Show?mentioning

confidence: 99%

“Research shows”: Authoritative discourse in dual language bilingual education across two school districts

Menard–Warwick

Palmer

2023

Anthropology & Edu Quarterly

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“…Hartley (2010) focused on the character of la curandera as Anzaldúa herself challenging colonialist violence. Fránquiz et al (2013) used the book to explore the interactions between bilingual teachers and their students through the concept of nepantla. Together, these analyses help to better understand the ways in which discourse is used to address power and subjugation.…”

Section: Prietita Y La Llorona: a Children's Bookmentioning

confidence: 99%

Cultural Narratives and Counterstories: Examining Representation in “Prietita y la Llorona”

Zuniga

2020

RBJ

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Stories can be a powerful medium through which to simultaneously reinforce and counter oppressive discourse. This article examines Gloria Anzaldúa’s children’s book, Prietita y La Llorona, as a counterstory method within the larger genre of Latinx children’s literature. Counterstories are a powerful method used by Critical Race and feminist theorists to center the delegitimized experiences of marginalized communities. Drawing on theories around discourse, representation, and intersectionality, the article explores the ways in which Anzaldúa counters cultural narratives that diminish community cultural wealth and women’s positions as agents of knowledge through the characters of Doña Lola and La Llorona.

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“…Villenas, Godinez, Delgado Bernal, and Elenes (2006) “challenge the starting points and theoretical lenses against which Chicana/Latina lives and ways of knowing are measured” (p. 4). By centering lived experiences, Chicana feminist educational scholars complicate the boundaries of theories, methodologies, and pedagogies (Calderón, 2014; Cervantes-Soon, 2014; Elenes, 2013; Franquiz, Avila, & Ayala, 2013; Prieto, 2013; Saavedra, 2011b).…”

Section: (Re)centering Global South Perspectives In Early Childhood Ementioning

confidence: 99%

A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s

Pérez

Saavedra

2017

Review of Research in Education

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In this chapter, we call for onto-epistemological diversity in the field of early childhood education and care (ECEC). Specifically, we discuss the need to center the brilliance of children and communities of color, which we argue, can be facilitated by foregrounding global south perspectives, such as Black and Chicana feminisms. Mainstream perspectives in ECEC, however, have been dominantly constructed from global north perspectives, producing a normalized White, male, middle-class, heterosexual version of childhood, where minoritized children are viewed as deficit. Although there have been important challenges to the discourse of a normalized, deficit child, we argue much of this work has remained grounded in global north positionings, which separate theory from the lived realities of children of color. As such, we introduce Black and Chicana feminisms as global south visions to transform approaches to research and pedagogy in ECEC and, in turn, disrupt inequities.

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Engaging Bilingual Students in Sustained Literature Study in Central Texas

Cited by 15 publications

References 17 publications

“Research shows”: Authoritative discourse in dual language bilingual education across two school districts

“Research shows”: Authoritative discourse in dual language bilingual education across two school districts

Cultural Narratives and Counterstories: Examining Representation in “Prietita y la Llorona”

A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s

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