https://orcid.org/0000-0002-8866-8464
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ABSTRACT
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates' linguistic, racial, and cultural resources, and intentionally supporting them within their teacher development, the program allowed TCs to develop critical awareness of ongoing educational inequities. At the same time, how candidates take up linguistic justice varies according to their raciolinguicized subjectivities while their reflections and enactments around multilingualism cannot necessarily be equated with taking a stance towards racial justice. We, therefore, advocate for higher education to continue establishing multilingual pedagogies through pedagogies and frameworks that concurrently address racism and decenter Whiteness.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.
Notes
1 We use the term ‘emergent bilinguals/multilinguals’ (EBMs) to underscore the potential bilingualism and multilingualism of the students although much of the literature especially around postsecondary education refer to these students as English language learners or ELLs. ELL is a school-based/institutional label indicating students’ inability to meet their institutions’ language proficiency standards and connoting a linguistic deficiency.