“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices

Abstract

Purpose The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices. Findings Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes. Originality/value Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices.