Skippyjon, Spanglish, and Stereotypes

Abstract

This case study engages Latinx Critical Race Theory to explore how a course on bilingualism, bilingual education, and Latinx youth in a Midwestern teacher preparation program developed preservice teachers' critical race and cultural consciousness. Through an emphasis on English hegemony and centering Latinx voices, the preservice teachers began to develop a critical consciousness around the interconnectedness of culture and language and were able to understand Skippyjon Jones as an example of what not to choose when critically selecting Latinx children's literature. They became increasingly adept at identifying and disrupting stereotypes and discerning more culturally authentic and sustaining pedagogical choices.