ERIC Number: EJ1156796
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
"Aquí No Hay Pobrecitos": Decolonizing Bilingual Teacher Education in the U.S.-Mexico Borderlands
Murillo, Luz A.
Diaspora, Indigenous, and Minority Education, v11 n4 p163-176 2017
This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutierrez, 2003) aimed at disrupting a cycle of linguistic and cultural reproduction, participants learned to question and challenge deficit views toward Mexican-origin and bilingual learners. Alternative pedagogies included language and literacy autobiographies, case studies of emergent bilingualism, and analysis of the local linguistic landscape. I show that decolonizing pedagogical tools are necessary for transforming persistent negative ideologies about Spanish and Tex-Mex that continue to silence many children and teachers in the region.
Descriptors: Foreign Countries, Bilingual Teachers, Teacher Education Programs, Regional Schools, Ideology, Preservice Teachers, Action Research, Participatory Research, Critical Theory, Dialect Studies, English, Spanish, Language of Instruction, Qualitative Research, Training Methods, Place Based Education, Case Studies
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Mexico; United States
Grant or Contract Numbers: N/A