Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ó. Jiménez-Castellanos, Eugene E. García
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引用次数: 19

Abstract

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K–12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).
语言、阶级、种族和政策的交集:为英语学习者打破不平等
本章提出了一个概念框架,将交叉性和政策分析相结合,作为一种分析工具,以了解亚利桑那州K-12公立学校低收入、讲拉丁裔西班牙语的学生在交叉教育政策的作用下所遇到的微妙、多层次、复杂的教育不平等。此外,它提供了一个概念框架,反驳并提供了亚利桑那州模式的替代方案,该模式致力于打破不平等。该概念框架以文化、语言和学习为基础,通过承认英语学习者(ELL)的交叉社会结构,提供了一条中断不平等的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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