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ERIC Number: EJ1135864
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 33
Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners
Salas, Rachel G.
International Journal of Multicultural Education, v19 n1 p7-23 2017
Many states in the western United States have seen an increase in the immigrant population. One state, in particular, has seen its foreign-born population increase 64.7% from 2000 to 2013. This increase in cultural and linguistic diversity foregrounds the 2013 passage of a specific Senate bill that "enacts provisions providing English language learning for students" in this state. The Senate bill also calls for the creation of a council to make recommendations to the appropriate governing boards on how best to meet the instructional needs of English Learners (ELs) in the state. LeChatelier's principle of equilibrium and Bell's interest convergence are used to analyze the recommendations. In addition, I use autoethnography and Latino critical race theory to interrogate the complexity of my dual membership, as an EL and an academic, in a cultural, political, and educational context.
Descriptors: Equal Education, Social Justice, English Language Learners, Immigrants, Educational Legislation, State Legislation, Student Needs, Autobiographies, Ethnography, Critical Theory, Race, Hispanic Americans, Participant Observation, Educational Change, Personal Narratives, Documentation, Resistance to Change
International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: email@example.com; Web site: http://www.ijme-journal.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A