“So, Is Gentrification Good or Bad?”: One Teacher’s Implementation of the Fourth Goal in Her TWBE Classroom

Heiman, Daniel

doi:10.1111/aeq.12362

Cited by 15 publications

(12 citation statements)

References 46 publications

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“…In conceptual articles, bilingual-education scholars have highlighted the need to include critical consciousness in order to challenge hegemonic ideologies and practices (e.g., Alfaro, 2019;Palmer et al, 2019). In a recent study, Heiman (2021) found an elementary-level teacher's pedagogies prioritizing critical consciousness impacted other teaching facets and lead to generative practices. Freire and Valdez (2017) found that a lack of time, materials, knowledge, and inclination were major obstacles elementary-DL teachers face when implementing culturally relevant pedagogy, especially regarding critical consciousness.…”

Section: Critical-racial Consciousnessmentioning

confidence: 99%

Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

Chávez-Moreno

2021

Urban Rev

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Many schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths’ critical consciousness. This teacher ideology of assuming DL is “inherently culturally relevant” led to significant issues. For example, teachers believed DL would improve Latinxs’ academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students’ outcomes, teachers made sense of Latinxs’ underperformance in DL through racist explanations and did not interrogate the program’s cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the “Spanish-dominant” students, and teachers pointed to Latinxs’ cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness.

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Section: Critical-racial Consciousnessmentioning

confidence: 99%

Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

Chávez-Moreno

2021

Urban Rev

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“…The complexities and myriad demands placed on bilingual and DLBE teachers (Caldas, 2019b;Heiman & Urrieta, 2020;Palmer & Martínez, 2013) at a critical juncture when bilingual education is mired in whitening processes (Chávez-Moreno, 2019;Flores & García, 2017) and gentrification (Chaparro, 2020;Heiman, 2020;Valdez et al, 2016) reveal the urgency to hacer más in the preparation of FMBs (Alfaro & Bartolomé, 2017;Caldas, 2017;Haas & Gort, 2009). We argue that those tasked with preparing FMBs are also key stakeholders in bilingual education and that hacer más in this preparation requires an explicit focus on the fourth goal of DLBE: the development of critical consciousness (Freire, 2020;Alfaro, 2019;Palmer et al, 2019;Rodríguez-Mojica & Briceño, 2019).…”

Section: The Urgency Of Haciendo Más In the Preparation Of Fmbsmentioning

confidence: 99%

“…Their call for more critically conscious relationships between Spanish and bilingual education departments is essential, along with their insistence that this partnership provide rich, culturally relevant opportunities for FMBs to engage with academic Spanish. Their principle focus on academic Spanish is limiting, however, in the current sociopolitical moment characterized by gentrification in bilingual education (Chaparro, 2020;Heiman, 2020;Valdez et al, 2016). We envision an espacio emergente that prioritizes the development of critical consciousness for all stakeholders involved in the preparation of FMBs alongside the improvement of academic Spanish (Alfaro, 2019;Caldas, 2018;Cervantes-Soon, 2018;Heiman & Urrieta, 2019;Rodríguez-Mojica & Briceño, 2019).…”

Section: Conceptualizing An Espacio Emergente In the Preparation Of Fmbsmentioning

confidence: 99%

“…FMBs' development of critical consciousness is crucial at a time when bilingual education is being rebranded as dual language bilingual education (DLBE) (Katznelson & Bernstein, 2017) and is experiencing rapid growth and gentrification that are dislodging the original beneficiaries of bilingual education: Latinx students (Chaparro, 2020;Heiman, 2020;Valdez et al, 2016). These rebranding processes have augmented the sociopolitical and economic contradictions of gentrification, as the disposability of Latinx bodies (Cervantes-Soon, 2018; Cioè-Peña, 2020) coupled with the whitening of DLBE (Flores & García, 2017) is prompting the field to question whether bilingualism, biliteracy, and biculturalism are really for all (Flores et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Freire (2020) uses the term sociopolitical consciousness in his "transformational dual language education framework" to describe the fourth goal of DLBE. While studies have examined how this fourth goal has emerged in elementary contexts where the majority of DLBE programs are found (García-Mateus, 2020;Heiman, 2020;Heiman & Yanes, 2018), few studies consider how critical consciousness operates in teacher preparation programs. We humbly build on a rich body of scholarship and add to the construction of an espacio emergente in bilingual teacher preparation by examining how community walks, or caminatas, in a rapidly gentrifying, historically Latinx comunidad provided opportunities for FMBs to engage with the fourth goal of DLBE (Cervantes-Soon et al, 2017;Palmer et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

Heiman

Bybee

Rodriguez

et al. 2021

Journal of Language, Identity & Education

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Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminatas through a historically Latinx community in a rapidly gentrifying area to support the development of students' critical consciousness. Our findings indicate that the caminatas allowed students to historicize the local neighborhood, interrogate power and their own deficit conceptions of minoritized communities, critically listen to the sounds and voices of the community, and experience discomfort in nuanced ways. We argue that caminatas deepen FMBs' understanding of community assets and are an innovative way to support the fourth goal of preparing FMBs: developing critical consciousness.

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Language is Identity: Telling and Reading the Right Kinds of Stories

Przymus¹,

Heiman²,

Hibbs³

2022

The Reading Teacher

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“So, Is Gentrification Good or Bad?”: One Teacher’s Implementation of the Fourth Goal in Her TWBE Classroom

Cited by 15 publications

References 46 publications

Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

Language is Identity: Telling and Reading the Right Kinds of Stories

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