Class backwards: linguistic racism and educational malpractice in American schooling

• Baugh, John ^[1]
  1. [1] Washington University in St. Louis,
• Localización: Aula de encuentro: Revista de investigación y comunicación de experiencias educativas, ISSN-e 2341-4847, ISSN 1137-8778, Nº. Extra 1, 2022 (Ejemplar dedicado a: Cultural democracy and social justice in the classroom), págs. 90-116
• Idioma: inglés
• DOI: 10.17561/ae.vextra1.7335
• Títulos paralelos:
  • La clase en regresión: racismo lingüístico y malas praxis educativas en la educación estadounidense
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El panorama que traza Darder de la “racialización lingüística”, descrito aquí, ofrece la base de esta discusión, donde la pedagogía raciolingüística ha perpetuado un legado diverso y preocupante de malas praxis educativas hacia estudiantes infrarrepresentados de minorías lingüísticas que asisten a escuelas públicas infradotadas en los Estados Unidos. Debido, en parte, a prácticas educativas paradójicas con un acceso diferencial a recursos educativos desiguales, la gran mayoría de estudiantes privados de derechos lingüísticos son a menudo ignorados, o aún peor, están sujetos a prácticas educativas erróneas que no logran reducir las desigualdades académicas, reforzadas por la pobreza, el acceso desigual a una vivienda digna y la ausencia de destrezas pedagógicas que dispondrían del potencial de promover mejores resultados educativos. Esta discusión concluye con algunas propuestas sobre política educativa que, en caso de implementarse, podrían superar potencialmente la historia de logros académicos desiguales que ha resultado de una combinación de un apartheid educativo de iure y de facto.

  • English

    Darder’s depiction of “Linguistic Racialization”, described herein, provides the foundation for this discussion, where raciolinguistic pedagogy has perpetuated a diverse and troubling legacy of educational malpractice against underrepresented language minority students who attend underresourced public schools throughout America. Due, in part, to paradoxical educational practices with differential access to unequal educational resources, the vast majority of linguistically disenfranchised students are often overlooked, or worse, subjected to misguided educational practices that fail to reduce academic disparities that are reinforced by poverty, unequal access to fair housing, and a lack of pedagogical dexterity that might have the potential to promote improved educational outcomes. Some policy proposals conclude this discussion, which, if implemented, could potentially overcome the history of unequal academic achievement that has resulted from a combination of De Jure and De Facto educational apartheid.

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