277
Views
3
CrossRef citations to date
0
Altmetric
Feature Articles: Theory, Research, Policy, and Practice

“They Wouldn’t Go to Our School”: Unpacking the Racialization of Latinx Children through a Civil Rights Lesson in a New South Classroom

ORCID Icon, , &

References

  • Beck, S. A. L., & Allexsaht-Snider, M. (2002). Recent language minority education policy in Georgia: Appropriation, assimilation, and Americanization. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the New Latino Diaspora: Policy and the politics of identity (pp. 37–66). Westport, CT: Ablex.
  • Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. doi:10.1177/107780040200800107
  • Bissoonauth, A., & Offord, M. (2001). Language use of Mauritian adolescents in education. Journal of Multilingual and Multicultural Development, 22(5), 381–400. doi:10.1080/01434630108666442
  • Bonilla-Silva, E. (2010). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Oxford, England: Rowman & Littlefield.
  • Cain, S. (2013). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Broadway Books.
  • Carrillo, J. F., & Rodriguez, E. (2016). She doesn’t even act Mexican: Smartness trespassing in the new south. Race Ethnicity and Education, 19(6), 1236–1246. doi:10.1080/13613324.2016.1168547
  • Chavez, L. (2013). The Latino threat: Constructing immigrants, citizens, and the nation. Stanford, CA: Stanford University Press.
  • Chitera, N. (2011). Discourse practices produced in preparing mathematics teacher educators for a multilingual classroom: A critical discourse perspective. Educational Research, 2, 1456–1464.
  • Coupland, J., Coupland, N., & Giles, H. (1991). Accommodation theory. communication, context and consequences. In H. Giles, J. Coupland & N. Coupland (Eds.), Contexts of accommodation (pp. 1–68). Cambridge, England: Cambridge University Press.
  • Cuadros, P. (2006). A home on the field: How one championship soccer team inspires hope for the revival of small town America. New York, NY: Harper Collins.
  • Cummings, W. (2018, May 10). Georgia gubernatorial candidate Brian Kemp suggests truck is for rounding up “illegals”. USA Today.
  • Cummins, J. (2000). Language proficiency in academic contexts (Ch. 3). In J. Cummins (Ed.), Language, power, and pedagogy: Bilingual children in the crossfire (p. 57-85). Clevedon, England: Multilingual Matters.
  • Fairclough, N. (2001). “Critical Discourse Analysis as a Method in Social Scientific Research. In R. Wodak & M. Meyer (Eds.), Methods for critical discourse analysis (p. 121-138). London, England: Sage.
  • Fitts, S., & Gross, L. (2012). Teacher candidates learning from English learners: Constructing concepts of language and culture in Tuesday’s tutors after school program. Teacher Education Quarterly, 39(4), 75–95.
  • Fitts, S., & McClure, G. (2015). Building social capital in Hightown: The role of confianza in Latina immigrants’ social networks in the New South. Anthropology & Education Quarterly, 46(3), 295–311. doi:10.1111/aeq.12108
  • Furuseth, O. J., & Smith, H. A. (2006). From Winn-Dixie to tiendas: The remaking of the New South. In H. A. Smith & O. J. Furuseth (Eds.), Latinos in the New South: Transformations of place (pp. 1–17). Burlington, VT: Ashate Publishing Company.
  • Gee, J. P. (1999). An introduction to discourse analysis: Theory and method (2nd ed.). New York, NY: Routledge.
  • Gill, H. (2010). The Latino migration experience in North Carolina: New roots in an old north state. Chapel Hill: The University of North Carolina Press.
  • Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. doi:10.3102/0013189X032005019
  • Hamann, E. T., Wortham, S. E. F., & Murillo, E. G. (Eds.). (2015). Revisiting education in the New Latino Diaspora: One in twelve and rising. Charlotte, NC: Information Age Publishing.
  • Harper, C., & De Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 137–151. doi:10.1080/09500780802152788
  • Hing, B. O. (2018). Entering the Trump ice age: Contextualizing the new immigration enforcement regime. The Texas A&M Law Review, 5(2), 253–321.
  • Howard, G. R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. New York, NY: Teachers College Press.
  • Hyland, N. E. (2005). Being a good teacher of black students? White teachers and unintentional racism. Curriculum Inquiry, 35(4), 429–459. doi:10.1111/j.1467-873X.2005.00336.x
  • Kanno, Y., & Kangas, S. E. N. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. doi:10.3102/0002831214544716
  • Kasun, G. S. (2015). “The only Mexican in the room”: Sobrevivencia as a way of knowing for Mexican transnational students and families. Anthropology & Education Quarterly, 46(3), 277–294. doi:10.1111/aeq.12107
  • Katz, L., Scott, J. C., & Hadjioannou, X. (2009). Exploring attitudes toward language differences: Implications for teacher education programs. In J. C. Scott, D. Y. Straker, & L. Katz (Eds.), Affirming students ‘ right to their own language: Bridging language policies and pedagogical practices (pp. 99–116). New York: Routledge & Urbana: National Council of Teachers of English.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: AKA the remix. Harvard Educational Review, 84(1), 78–84. doi:10.17763/haer.84.1.p2rj131485484751
  • Lovato, R. (2008, May 26). Juan crow in Georgia. The Nation, 8, 20–24.
  • Marrow, H. (2011). New destination dreaming: Immigration, race, and legal status in the rural American south. Stanford, CA: Stanford University Press.
  • McKanders, K. M. (2010). Sustaining tiered personhood: Jim Crow and anti-immigrant laws. Harvard Journal of Racial and Ethnic Justice, 26, 163–210.
  • Mellom, P. J, Straubhaar, R, Balderas, C, Ariail, M, & Portes, P. R. (2018). They come with nothing:. How Professional Development in a Culturally Responsive Pedagogy Shapes Teacher Attitudes Towards Latino/a English Language Learners. Teaching and Teacher Education, 71, 98-107.
  • Murphy, A. D., Blanchard, C., & Hill, J. A. (Eds.). (2001). Latino workers in the contemporary south. Athens: University of Georgia Press.
  • National Center for Education Statistics. (2014). The condition of education 2014: English language learners. Washington, D.C.: U.S. Department of Education.
  • National Center on Immigrant Integration Policy. (2010). Top languages spoken by English language learners nationally and by state. Washington, D.C.: Migration Policy Institute.
  • Palmer, D., & Martinez, R. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to education bilingual Latino/a children. Review of Research in Education, 37, 269–297. doi:10.3102/0091732X12463556
  • Paris, D., & Alim, S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY: Teachers College Press.
  • Pew Hispanic Center. (2011). The Mexican-American boom: Births overtake immigration. Washington, DC: Author. Retrieved from http://pewhispanic.org/files/reports/144.pdf
  • Phillips, L. J., & Jorgenson, M. (2002). Discourse analysis as theory and method. London, England: Sage.
  • Portes, P. R., & Salas, S. (2010). In the shadow of Stone Mountain: Identity development, structured inequality, and the education of Spanish-speaking children. Bilingual Research Journal, 33(2), 241–248. doi:10.1080/15235882.2010.502801
  • Portes, P. R., & Salas, S. (2015). Nativity shifts, broken dreams, and the New Latino South’s post-first generation. Peabody Journal of Education, 90(3), 426–436. doi:10.1080/0161956X.2015.1044296
  • Potok, M. (2017). The Trump effect: The campaign language of the man who would become president sparks hate violence, bullying, before and after the election (Southern Poverty Law Center Intelligence Report). 162( Spring), Montgomery, AL.
  • Ramirez, T. L., & Blay, Z. (2016). Why people are using the term “Latinx”. Huffington Post, Retrieved from http://www.huffingtonpost.com/entry/why-people-are-using-the-term-latinx_us_57753328e4b0cc0fa136a159
  • Scharrón-Del Río, M. R., & Aja, A. A. (2015). The case for “Latinx:” Why intersectionality is not a choice. Latino Rebels. Retrieved from http://www.latinorebels.com/2015/12/05/the-case-for-latinx-why-intersectionality-is-not-a-choice/
  • Schochet, L. (2017). Trump’s immigration policies are harming American children. Washington, DC: Center for American Progress.
  • Stavans, I. (2017). Trump, the wall and the Spanish language. Chiricú Journal: Latina/O Literatures, Arts, and Cultures, 1(2), 213–215. doi:10.2979/chiricu.1.2.27
  • Straubhaar, R. (2013). Student use of aspirational and linguistic social capital in an urban immigrant-centered English immersion high school. The High School Journal, 97(2), 92–106. doi:10.1353/hsj.2013.0026
  • Straubhaar, R. (2015). The stark reality of the ‘White Saviour’complex and the need for critical consciousness: A document analysis of the early journals of a Freirean educator. Compare: A Journal of Comparative and International Education, 45(3), 381–400. doi:10.1080/03057925.2013.876306
  • Straubhaar, R., & Portes, P. (2017). The social construction of Latino childhood in the New South. Global studies of childhood, 7(3), 266-277.
  • Suárez-Orozco, M. M., & Páez, M. (Eds.). (2008). Latinos: Remaking America. Berkeley, CA: University of California Press.
  • Tharp, R., Estrada, P., Dalton, S., & Yamauchi, L. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press.
  • U.S. Census Bureau. (2010). The Hispanic population: 2010. Washington, D.C.: U.S. Department of Commerce.
  • Valenzuela, A. (2010). Subtractive schooling: US-Mexican youth and the politics of caring. Albany: SUNY Press.
  • Van Dijk, T. A. (2001). Multidisciplinary CDA: A plea for diversity. In R. Wodak & M. Meyer (Eds.), Methods for critical discourse analysis (p. 95-120). London, England: Sage.
  • Walker, S., & Iiams, M. (2004). “Not in my classroom”: Teachers’ attitudes towards ELLs. Journal of Research & Practice, 2(1), 130–160.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.