Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands

This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to coun...

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Bibliographic Details
Published in:Diaspora, indigenous and minority education indigenous and minority education, 2017-10, Vol.11 (4), p.163-176
Main Author: Murillo, Luz A.
Format: Article
Language:English
Subjects:
Action Research
Alternative approaches
Autobiographical literature
Bilingual education
Bilingual Teachers
Bilingualism
Borders
Boundaries
Case Studies
Children
Colleges & universities
Critical Theory
Decolonization
Dialect Studies
English
Foreign Countries
Ideology
Language
Language ideologies
Language of Instruction
Linguistic landscape
Literacy
Participatory action research
Participatory Research
Pedagogy
Place Based Education
Preservice Teachers
Preservice training
Public schools
Qualitative Research
Regional Schools
Social reproduction
Spanish
Spanish language
Student teachers
Teacher education
Teacher Education Programs
Teachers
Teaching
Training Methods
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Summary:This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutierrez, 2003) aimed at disrupting a cycle of linguistic and cultural reproduction, participants learned to question and challenge deficit views toward Mexican-origin and bilingual learners. Alternative pedagogies included language and literacy autobiographies, case studies of emergent bilingualism, and analysis of the local linguistic landscape. I show that decolonizing pedagogical tools are necessary for transforming persistent negative ideologies about Spanish and Tex-Mex that continue to silence many children and teachers in the region.
ISSN:1559-5692
1559-5706
DOI:10.1080/15595692.2016.1258694