“The Biggest Problem”: School Leaders’ Covert Construction of Latino ELL Families—Institutional Racism in a Neoliberal Schooling Context

Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

“…Though identification of color-blindness in different facets of society is necessary and useful, we sought work whose aim was to theoretically expand on the critique of color-blindness. Some examples of articles that were excluded because they did not theoretically develop Gotanda's work further are articles that: (1) referenced color-blindness as a tenet of Critical Race Theory or racial ideology (Cooper 2009;Han 2006); (2) discussed color-blindness but did not build on Gotanda's work;or (3) applied an analysis of color-blindness in law or education (e.g., curriculum, teaching, and/or discourse) using qualitative or quantitative measures with no theoretical expansion (Briscoe 2014;Niemonen 2007). In other words, to be included in our literature review of expansions of color-blind racial ideology, the papers had to go beyond identifying color-blindness as it currently exists in society and focus on expanding Gotanda's critique of color-blindness.…”

Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools

“…The belief of the teacher reported by Santiago's mom is not uncommon, and much research has previously reported the erroneous perception that speaking a different language at home causes problems for learning in school (Briscoe, 2014;Menken, 2013;Shim, 2014). Deficit perspectives like these are especially harmful when combined with the metonymical process in which Spanish speakers become iconic for migrants/migration, and in the current climate in which discrimination against Latinx populations has increased (Beirich, 2019).…”

Use of Mobile Devices for English Language Learner Students in the United States

“…The challenges for ELL students in learning English language skills as well as academic course content have been well documented (García, 2009; Klingner, Artiles, & Barletta, 2009; Pettit, 2011). These challenges often result from inadequate training and support of teachers (Jenlink, 2012; Turkan & Buzick, 2016), institutional and individual discrimination (Briscoe, 2014), and a paucity of resources (Millard, 2015), especially regarding technology. The use of mobile technologies has been growing in education as school districts find funds for one-to-one programs for tablets, e-readers, and other mobile devices.…”