140
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Reframing our work: Critical bicultural-bilingual pedagogues

, , &

References

  • Alemán, S. A. (2012). Testimonio as praxis for a reimagined journalism model and pedagogy. Equity & Excellence in Education, 45(3), 488–506. https://doi.org/10.1080/10665684.2012.698175
  • Anzaldúa, G. (1987). Borderlands/la frontera (Vol. 3). Aunt Lute Books.
  • Arce, J. (2004). Latino bilingual teachers: The struggle to sustain an emancipatory pedagogy in public schools. International Journal of Qualitative Studies in Education, 17(2), 227–246. https://doi.org/10.1080/09518390310001653880
  • Baker, C., & Wright, W. (2017). Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.
  • Bartolomé, L. (2004). Critical pedagogy and teacher education: Radicalizing prospective teachers. Teacher Education Quarterly, 31(1), 97–122. http://www.jstor.org/stable/23478420
  • Bartolomé, L. I. (Ed.). (2008). Ideologies in education: Unmasking the trap of teacher neutrality (Vol. 319). Peter Lang.
  • Bartolomé, L. I., & Balderrama, M. V. (2001). The need for educators with political and ideological clarity. In M. de la Luz Reyes & J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 48–64). Teachers College Press.
  • Benabe, M. (2019). Reimagining matemática in a dual language program: The need for Quipus and Yupana. Soleado: A Publication of Dual Language Education of New Mexico, Summer, 8–9. Retrieved from: https://www.dlenm.org/wp-content/uploads/2019/11/Soleado_Summer_2019_final_5_17.pdf
  • Blanton, C. (2007). The strange career of bilingual education in Texas: 1836-1981. Texas A&M University.
  • Cabrera, N., Meza, E., Romero, A., & Cintli Rodríguez, R. (2013). “If there is no struggle, there is no progress”: Transformative youth activism and the school of ethnic studies. The Urban Review, 45(1), 7–22. https://doi.org/10.1007/s11256-012-0220-7
  • Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. Greenwood Publishing Group.
  • Darder, A. (2017). Foreword: Despertando el Ser –¡Coño despierta boricua! In B. B. Flores & E. R. Clark (Eds.), Despertando el ser: Transforming Latino teachers’ identities, consciousness, and beliefs (pp. XVIII). Peter Lang Publishers.
  • David, S. S. (2019). Funds of knowledge for scholars: Reflections on the translation of theory and its implications. NABE (National Association for Bilingual Education) Journal of Research and Practice, 7(1), 6–36. doi:10.1080/26390043.2016.12067803
  • Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–583. https://doi.org/10.17763/haer.68.4.5wv1034973g22q48
  • Delgado Bernal, D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. International Journal of Qualitative Studies in Education, 14(5), 623–639. https://doi.org/10.1080/09518390110059838
  • Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–372. https://doi.org/10.1080/10665684.2012.698149
  • Dubetz, N. E. (2014). Enacting advocacy-oriented visions of bilingual education: Lessons from experienced bilingual educators. NABE (National Association for Bilingual Education) Journal of Research and Practice, 5(1), 84–109. https://doi.org/10.1080/26390043.2014.12067775
  • Du Bois, W. E. B., & Marable, M. (2015). Souls of Black folk. Routledge.
  • Ek, L. D., Sánchez, P., & Quijada Crecer, P. D. (2013). Linguistic violence, insecurity, and work: Language ideologies of Latina/o bilingual teacher candidates in Texas. International Multilingual Research Journal, 7(3), 197–219. https://doi.org/10.1080/19313152.2013.768144
  • Flores, B. B., Claeys, L., & Gist, C. D. (2018). Crafting culturally efficacious teacher preparation and pedagogies. Lexington Books
  • Flores, B. B., & Clark, E. R. (2017). Despertando el ser: Transforming Latino teachers’ identities, consciousness, and beliefs. Peter Lang Publishers.
  • Flores, B. B., & Flores, M. E. (2018). Un maestra/o bilingüe. Unpublished poem.
  • Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29. https://doi.org/10.1017/S0267190517000162
  • Flores, B. B., & Guirao, A. (2017). Cultivating aspirantes’ Spanish proficiency, ethnolinguistic identity, and ideology. In B. B. Flores & E. R. Clark (Eds.), Despertando el ser: Transforming Latino teachers’ identity, consciousness, and beliefs (pp. 63–84). Peter Lang Publishers.
  • Flores, B. B., & Santillán, L. (2017). Mí concientización: Unraveling aspirantes’ ideological beliefs. In B. B. Flores & E. R. Clark (Eds.), Despertando el ser: Transforming Latino teachers’ identity, consciousness, and beliefs (pp. 87–110). Peter Lang Publishers.
  • Flores, B. B., Sheets, R. H., & Clark, E. R. (Eds.). (2011). Teacher preparation for bilingual student populations: Educar para transformar. A Taylor and Francis Group.
  • Fránquiz, M. E., Leija, M. G., & Salinas, C. S. (2019). Challenging damaging ideologies: Are dual language education practices addressing learners’ linguistic rights? Theory Into Practice, 58(2), 134–144. https://doi.org/10.1080/00405841.2019.1569379
  • Freire, P. (1998). Teachers and cultural workers: Letters to those who dare to teach. Westview Press.
  • Freire, P. (2005). Pedagogy of hope: Reliving pedagogy of the oppressed ( R. B. Barr, Trans.). Continuum.
  • Freire, P. (2020). Pedagogy of the oppressed. Routledge.
  • García, C. T. (2017). El renacer de maestras bilingües: Exploring culturally responsive pedagogy and culturally efficacious dispositions. In B. B. Flores & E. R. Clark (Eds.), Despertando el ser: Transforming Latino teachers’ identities, consciousness, and beliefs (pp. 173–185). Peter Lang Publishers.
  • García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword. Journal of Language, Identity & Education, 16(4), 256–263. https://doi.org/10.1080/15348458.2017.1329657
  • Garza, A. (2019). From community college to bilingual teachers: Aspirations, validation, and identity of Latinx pre- and in-service teachers. National Association of Bilingual Education Journal of Research and Practice, 9(1), 35–46. doi:10.1080/26390043.2019.1589284
  • Gay, G. (2010). Culturally responsive teaching. Teachers College Press.
  • González, J. M. (Ed.). (2008). Encyclopedia of bilingual education. Sage Publications.
  • González, L. C. M., & Amanti, K. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Erlbaum.
  • Grosjean, F. (2016, March 2). What is translanguaging? An interview with Ofelia García. Psychology Today. https://www.psychologytoday.com/us/blog/life-bilingual/201603/what-is-translanguaging
  • Henderson, K. I. (2018). The danger of the dual language enrichment narrator: Educator ideologies discourse constructing exclusionary participation structures in bilingual education. Critical Inquiry in Language Studies. 16(3), 155–177. https://doi.org/10.1080/15427587.2018
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
  • Lara, M. (2017). ¡Toma la palabra! Enlazando la oralidad y la escritura. Seidlitz Education.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Leyva, Y. (2003). In Ixtli in Yóllotl/ A face and a heart: Listening to the ancestors. Studies in American Indian Literatures, 15(3/4), 96–127.
  • Lindholm-Leary, K., & Block, N. (2010). Achievement in predominantly low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43–60. https://doi.org/10.1080/13670050902777546
  • López, A. H. (1992). Barrio teacher. Arte Público Press.
  • López, F., & Santibañez, L. (2018). Teacher preparation for emergent bilingual students: Implications of evidence for policy. Education Policy Analysis Archives, 26(36), 1–46. https://doi.org/10.14507/epaa.26.2866
  • Machado-Casas, M. (2012). Pedagogías del camaleón/Pedagogies of the chameleon: Identity and strategies of survival for transnational Indigenous Latino immigrants in the US South. The Urban Review, 44(5), 534–550. https://doi.org/10.1007/s11256-012-0206-5
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
  • Olivos, E. M., & Quintana de Valladolid, C. E. (2005). Entre la espada y la pared: Critical educators, bilingual education, and education reform. Journal of Latinos and Education, 4(4), 283–293. https://doi.org/10.1207/s1532771xjle0404_6
  • Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  • Quiñones, S. (2015). Negotiating entangled contradictions about being well educated: Nudos (Knots) in the lives of bilingual Latina teachers. NABE (National Association for Bilingual Education) Journal of Research and Practice, 6(1), 50–88. https://doi.org/10.1080/26390043.2015.12067784
  • Rendon, L. I. (2009). Sentipensante: Sensing/thinking pedagogy: Educating for wholeness, social justice, and liberation. Stylus Publishing.
  • Reyes, K. B., & Rodríguez, J. E. C. (2012). Testimonio: Origins, terms, and resources. Equity & Excellence in Education, 45(3), 525–538. https://doi.org/10.1080/10665684.2012.698571
  • Reyes, S. A., & Vallone, T. L. (2007). Toward an expanded understanding of two-way bilingual immersion education: Constructing identity through a critical, additive bilingual/bicultural pedagogy. Multicultural Perspectives, 9(3), 3–11. https://doi.org/10.1080/15210960701443433
  • Rosales, F. A. (2006). Dictionary of Latino civil rights history. Arte Público Press.
  • Salazar, M. C. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research, 37(1), 121–148. https://doi.org/10.3102/0091732X12462686
  • Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. https://doi.org/10.1177/0042085911431472
  • Stovall, D. (2017). Freedom as aspirational and fugitive: A humble response. Equity & Excellence in Education, 50(3), 331–332. https://doi.org/10.1080/10665684.2017.1341822
  • Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Dual Language Education of New Mexico-Fuente Press.
  • Torres-Guzmán, M. E., Kleyn, T., Morales-Rodríguez, S., & Han, A. (2005). Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal, 29(2), 453–474. https://doi.org/10.1080/15235882.2005.10162844
  • Valdés, G. (1997). Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–430. https://doi.org/10.17763/haer.67.3.n5q175qp86120948
  • Valdez, V. E., Freire, J. A., & Delavan, M. G. (2016). The gentrification of dual language education. The Urban Review, 48(4), 601–627. https://doi.org/10.1007/s11256-016-0370-0
  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006

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.