Pueblo Pequeño, Infierno Grande: Shifting the burden of Latinx Spanish teacher retention in the rural South

Okraski, Cornelia V.; Madison, Stephanie Marie

doi:10.1111/flan.12474

Cited by 7 publications

(3 citation statements)

References 23 publications

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“…This theme highlighted similar marginalization for WL teachers and students. Okraski and Madison (2020) illustrated the racism that five racially minoritized K‐12 WL teachers faced in their rural South teaching contexts. Four articles described how racialization led to marginalization among WL faculty and how that impacted their collaboration with colleagues (Kano, 2022; Suzuki, 2022), and instruction (Garza, 2020; Kim, 2004).…”

Section: Resultsmentioning

confidence: 99%

The presence and absence of race in world language education literature

Daniel

2023

Foreign Language Annals

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World language (WL) education has the potential to shift perspectives toward equity. To accomplish this, the field must consider how it is situated within societal systems that perpetuate racial inequity. This systematic historical analysis of literature examined how the term race and related terms appeared historically in a set of primary journals in WL education. Drawing on literature from race and critical whiteness studies, the article presents a conceptual framework used to analyze articles that referenced race‐related terms in the publication histories of 11 WL journals. Using textual content and thematic analysis, the articles illuminated ways in which systemic whiteness operates in WL education. Findings suggest that individual actions and coordinated efforts to shift policies and practice may help the field move toward greater racial equity.

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Section: Resultsmentioning

confidence: 99%

The presence and absence of race in world language education literature

Daniel

2023

Foreign Language Annals

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“…Public school teachers are expected to create “magic” in the classroom with little to no resources, guidance, mentorship, or support from the administration. Research confirms that a number of working conditions, including low salaries (Carver-Thomas & Darling-Hammond, 2017; Connor, 2011; Grant, 2011; Rodriguez, 2017), unsupportive administration (Ingersoll et al, 2019; Okraski & Madison, 2019; Rodriguez, 2017), lack of collegiality (Campoli, 2017; Campoli & Conrad-Popova, 2017), and the pressures to “teach to the test” (Tye & O’Brien, 2002), are factors that contribute to teachers leaving the profession.…”

Section: Teaching Notesmentioning

confidence: 95%

“…Given this information, it is vital that district administrators, educational leaders, and public school systems recruit and retain teachers of color (Arnold, 2017; Godina-Martinez, 2010; Irizarry & Donaldson, 2012; Maldonado Vargas, 2020; Okraski & Madison, 2019; Rodriguez, 2017; Villegas et al, 2012). Our case aligns with research that outlines the need to create teacher support networks or “counter-spaces” outside the typical grounds of settler colonial spaces within academia (Berta-Avila, 2004; Godina-Martinez, 2010; Solorzano et al, 2000; Wong & Fernandez, 2008).…”

Section: Teaching Notesmentioning

confidence: 99%

Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study

Unda

Shook

Lizárraga-Dueñas

2022

Journal of Cases in Educational Leadership

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Schools often experience rapid turnover among teachers of color. Yet research and practice highlight the importance of teachers of color in the K–12 education system. As such, school and district-level administrators, educational leaders, and students need to conceptualize and develop new approaches aimed at sustaining Indigenous and Latinx public school teachers. This case study describes a community-based organization’s efforts to support and sustain new and established Indigenous and Latinx teachers during COVID-19. Recognizing the problem with retention about 7 years ago, two university professors decided to create Academia Cuauhtli, a community-based organization in Austin, Texas. In addition to serving as a cultural and language revitalization Saturday school program for students from third to fifth grade, the space also promotes the curricular recognition of alternative epistemologies and the development of culturally relevant pedagogies that foster students’ culture, language, and funds of knowledge via teacher professional development pláticas. Since its inception in 2014, Academia Cuauhtli has been able to successfully train and sustain more than 60 public school teachers. However, COVID-19 has created a new set of challenges for teachers and, in particular, for Indigenous and Latinx teachers.

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K-12 world language teachers’ use of conferences as professional development

Neubauer

Wesely

2023

Teaching and Teacher Education

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Pueblo Pequeño, Infierno Grande: Shifting the burden of Latinx Spanish teacher retention in the rural South

Cited by 7 publications

References 23 publications

The presence and absence of race in world language education literature

The presence and absence of race in world language education literature

Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study

K-12 world language teachers’ use of conferences as professional development

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