Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Abstract

In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling.

Linguicism in U.S. Higher Education: A Critical Autoethnography

“…For instance, I shared my daughters' frustration with the state standardized testing for English language learners they had to take because I wrote Korean as a home language in the survey when they first entered the elementary school. As with Marx (2017) for her Hungarian-American bilingual children, I did not know until later that that a non-English language listed on the home language survey mandates English language evaluation. I considered (still do) their Korean as an asset, not a liability, something that I am proud of rather than a point of concern.…”

Tasapainoilua, tilan antamista ja näkymätisöintiä

“…Tätä näkymätisöintiä (invisibilization, ks. Marx, 2017;Marx & Saavedra, 2014) perustellaan oletuksella siitä, että jollakin tavalla poikkeava ihminen tai ryhmä ei halua tulla nimetyksi. Näkymätisöinnin vaarana on se, että erojen häivyttäminen asettaa jonkin "normaalin" standardiksi ja sysää tähän standardiin sopimattomat marginaaliasemaan.…”

“…Näin hyvää tarkoittavat käytännöt voivat ylläpitää ja uusintaa rakenteita, joissa tuen tarpeet ohitetaan. (Marx, 2017;Marx & Saavedra, 2014).…”

Towards a Scholarship of School-Based Teaching and Learning That Embraces Hope, Change, and Social Justice in a South African University

“…They have a voice which, Wall (2006) asserts, is important as the individual is best placed to articulate their own experience. Researchers are multidimensional human beings who are impacted by and impact upon the world around them (Marx, 2017). Bochner (1997) argues that one seldom finds a scholar whose work is not connected to their personal history because research does not happen outside of historical and cultural interests.…”

“…In this commentary, my experiences are analysed and contextualised using relevant theory and literature in order to explain connections between my lived experience and the world around me (Marx, 2017). Stigter (2016) calls the lived experience a reflexive stance, which he argues allows for strategic action, possible adjustments, and in-between decisions.…”