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ERIC Number: EJ933994
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-0013-1946
Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions
Huber, Lindsay Perez
Educational Studies: Journal of the American Educational Studies Association, v47 n4 p379-401 2011
This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism--the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies "native" ("white") dominance, and reinforces hegemonic power--emerge in California public K-12 education for Chicana students. I use data from 40 "testimonio" interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression--systemic, everyday forms of racist nativism that are subtle, layered, and cumulative verbal and non-verbal assaults directed toward People of Color. (Contains 12 notes and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; United States