教师失衡、程序化的双重话语与“没有移民的一天”

Q3 Social Sciences

Journal of Curriculum and Pedagogy Pub Date : 2021-07-13 DOI:10.1080/15505170.2021.1928570

Spencer Salas, Jatnna Acosta, Jillian La Serna

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引用次数: 2

摘要

摘要在这篇文章中，我们利用深度访谈来探究一位三年级教师对2016-2017学年在北卡罗来纳州一所新的拉丁裔社区服务的西班牙语/英语双语浸入式（DL/I）学校的记忆。正如我们的分析所表明的那样，Mariana Castillo与SY 16-17事件的互动，加上她作为儿童移民仍然清晰的记忆，导致她概括自己只是北卡罗来纳州山前地带的另一个布朗机构——这突出了新拉丁裔南部教学的情感失衡，以及当国家领导的项目的品牌是“工具性/新自由主义导向”时，以社会正义公平为导向的DL/I拉丁裔教育工作者所面临的尚未解决的紧张局势

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Teacher disequilibrium, programmatic doublespeak, and “a day without immigrants”

Abstract In this article, we leverage in-depth interview to probe a Third Grade teacher’s memories of the 2016–2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina’s new Latinx communities. As our analysis will demonstrate, Mariana Castillo’s interaction with the events of SY 16-17 combined with her still vivid memories as a child immigrant, led to her generalization that she was just another Brown body in the North Carolina piedmont—highlighting the emotional disequilibrium of teaching in the New Latino South and the unresolved tensions that social justice-equity oriented DL/I Latinx educators face when the branding of a state-led program is “instrumental/neoliberal oriented.”

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来源期刊

Journal of Curriculum and Pedagogy Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.