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“So, Is Gentrification Good or Bad?”: One Teacher’s Implementation of the Fourth Goal in Her TWBE Classroom
Author(s) -
Heiman Daniel
Publication year - 2021
Publication title -
anthropology and education quarterly
Language(s) - Spanish
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12362
Subject(s) - sociology , ethnography , pedagogy , bilingual education , humanities , curriculum , gentrification , sociocultural evolution , competence (human resources) , psychology , anthropology , art , social psychology , civil engineering , engineering
Two‐way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical ethnography examines how the author and a fifth‐grade TWBE teacher prioritized this fourth goal in the curriculum by positioning gentrification processes impacting the school and community as a generative theme. Los programas de la educación bilingüe de doble inmersión son basados en tres metas tradicionales, el desempeño académico, bilingüismo/bialfabetismo y la competencia sociocultural. El crecimiento rápido, whiteness y gentrificación de dichos programas han provocado una extensión de las tres metas para incluir una cuarta meta: la conciencia crítica. Esta etnografía crítica examina como el autor y una maestra de quinto grado priorizaron la cuarta meta al posicionar la gentrificación impactando la escuela y comunidad como un tema generador.