The systematic exclusion of Latinx teachers in U.S. public schools: a literature review

Ideological clarity has been defined as a process in which one struggles to identify dominant society's explanations for existing societal socioeconomic hierarchies and then juxtapose them with one's own. In this paper, ideological clarity is used to analyze the ability of multilingual Latina educators to identify, name, and disrupt dominant raciolinguistic narratives and their effects on the students they teach. We present the anécdotas -short, illustrative stories frequently used for teaching and learning -of five K-12 multilingual Latina educators to show how they have developed and employed raciolinguistic ideological clarity. Our findings demonstrate that, in identifying, naming, and disrupting dominant raciolinguistic narratives through both their words and their actions, they actively dismantle racial injustice and construct educational possibilities for language minoritized students of color.

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Teacher Diversity as Interest Convergence? A Cautionary Note

Davila

2024

Labor Studies Journal

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The history of US capitalism is one wherein occupations with higher concentrations of workers of color coincide with increased levels of exploitation. Recent studies in education show the way strained and precarious working environments led to the now infamous “teacher shortages.” I employ the lenses of critical studies of race and capitalism to examine the interest convergence dilemma vis-à-vis recent efforts to increase diversity amid substandard labor conditions in teaching. This analysis offers a cautionary note, and absent a major structural intervention, the interests of marginalized groups (i.e., stronger representation) might converge with the interests of capitalism (i.e., cheap labor).

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The systematic exclusion of Latinx teachers in U.S. public schools: a literature review

Cited by 3 publications

References 57 publications

Teaching to transform: Teachers of color and the academy for future educators, a grow-your-own program

Teaching to transform: Teachers of color and the academy for future educators, a grow-your-own program

“We’re not fully us without our languages”: multilingual Latina educators and raciolinguistic ideological clarity

Teacher Diversity as Interest Convergence? A Cautionary Note

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