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International Journal of Qualitative Studies in Education Volume 31, 2018 - Issue 8: Centering the Significance of Qualitative Studies on the Sociocultural and Sociopolitical Contexts of Education to Inform Policy
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Research-article

Raciolinguistic ideology of antiblackness: bilingual education, tracking, and the multiracial imaginary in urban schools

Kenzo K. SungDepartment of Language, Literacy, and Sociocultural Education, Rowan University, Glassboro, NJ, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-0244-293XView further author information
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Pages 667-683 | Received 17 Oct 2017, Accepted 16 May 2018, Published online: 21 Sep 2018

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Laura C. Chávez-Moreno. (2023) A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration. Journal of Latinos and Education 22:5, pages 2085-2101.
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Nadja Thoma. (2023) ‘I don’t want to be pushed into an islamic school’: biography and raciolinguistic ideologies in education. Race Ethnicity and Education 26:6, pages 735-753.
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Justin A. Coles. (2023) Black desire: Black-centric youthtopias as critical race educational praxis. International Journal of Qualitative Studies in Education 36:6, pages 981-1002.
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Christian Fallas-Escobar. (2023) Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood. Journal of Language, Identity & Education 0:0, pages 1-15.
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Christian Fallas-Escobar. (2023) Raciolinguistic metacommentary: Examining Latina/o bilingual teacher candidates’ everyday experiences with raciolinguistic ideologies. International Multilingual Research Journal 0:0, pages 1-16.
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Jasmine Alvarado & C. Patrick Proctor. (2023) Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Nadja Thoma. (2022) Biographical perspectives on language ideologies in teacher education. Language and Education 36:5, pages 419-436.
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Andrew H. Hurie & Tatiana Joseph. (2021) Quítate tú pa’ ponerme yo: Teacher activism in the Milwaukee movement for developmental bilingual education. Bilingual Research Journal 44:4, pages 504-521.
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Saili Kulkarni, Emily Nusbaum & Phillip Boda. (2021) DisCrit at the margins of teacher education: informing curriculum, visibilization, and disciplinary integration. Race Ethnicity and Education 24:5, pages 654-670.
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Funie Hsu. (2020) The “Native English Speaker” as Indigenous Replacement: California English Learner Classification Policies and Settler Grammar Expressions of Immigrant Nationhood. Educational Studies 56:3, pages 233-247.
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Ofelia García & Kenzo K. Sung. (2018) Critically assessing the 1968 Bilingual Education Act at 50 years: Taming tongues and Latinx communities. Bilingual Research Journal 41:4, pages 318-333.
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