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Volume 57, Issue 2
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
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Abstract

An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a continuum of racial literacies, then employ it to examine dual-language curriculum and instruction practices. I use interview and classroom-observation data to reveal that a racially diverse dual-language program offered more racial-literacy practices on the hegemonic end of the continuum than the counterhegemonic end. Using teachers’ practices as an index of their program’s stance on racial literacy, I argue that the program provided a whitestream bilingual education: it offered biliteracy schooling through hegemonic racial-literacy practices that perpetuate white supremacy. The teachers’ successes and challenges speak to the need for structural attention to resources, training, and program-wide support for critical-racial-literacy practices. I conclude the article by joining calls for bilingual education to enhance youths’ critical-racial consciousness, adding racial to signal the need to be intentional in teaching about and countering racism, colonialism, and imperialism.

© 2022 by the National Council of Teachers of English. Printed in the United States of America.
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2022-11-15
2024-04-27
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The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education
Research in the Teaching of English 57, 108 (2022); https://doi.org/10.58680/rte202232151
/content/journals/10.58680/rte202232151
/content/journals/10.58680/rte202232151
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