Critical Consciousness in Dual Language Bilingual Education

Lisa M. Dorner is Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri, Columbia, USA.Deborah Palmer is Professor of Equity, Bilingualism, and Biliteracy in the School of Education at the University of Colorado, Boulder, USA.Claudia G. Cervantes-Soon is Associate Professor of Bilingual Education at Arizona State University, USA.Dan Heiman is Assistant Professor of Bilingual/Biliteracy Education in the Department of Teacher Education at the University of Texas at El Paso, USA.Emily R. Crawford is Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri, USA.

• Section I: Policy and Critical Consciousness. 1. ¡Ya basta! Changing Paradigms, Policies, and Practices for English Learners. 2. Revolisyon an ap Kontinye: Honoring Haitian Creole Through a Dual Language Program in Boston Public Schools. 3. “We can change the academic trajectory of our children in a snap”: Developing a high-school dual language program for Spanish-speaking students with no feeder program. 4. Centering Immigrant Voices and Experiences in a Dual Language Bilingual School: Teachers as Critical Pedagogues and Policymakers. 5. “Shifting lenses instead of always grinding forward”: Using Ethnography to Challenge Raciolinguistic Ideologies in Dual Language Education. 6. Using Critical Policy Analysis in Collaborative Professional Learning Communities to Enhance Dual Language Bilingual Educators’ Critical Consciousness. Section II: Leadership and Critical Consciousness. 7. The Convergence of Critical Consciousness and Culturally Sustaining Leadership Practices in Dual Language Bilingual Education. 8. The Power of Plática: Expanding Dual Language Bilingual Education at the District Level with a Bilingual Redesign Committee. 9. Dual Language, Dual Purposes: A Community in Conflict. 10. Black & Bilingual: Challenges in Decentering Whiteness in Dual Language Bilingual Education. 11. Vietnamese Dual Language Immersion: Commodifying an Uncommodified  Language and Culture. 12. De la Lucha a la Victoria: The Journey to Save a Dual Language Bilingual Education Teacher Program. Section III: Families, Communities, and Critical Consciousness. 13. Fostering critical consciousness with immigrant families: The story of a Chinese immigrant mother in a Mandarin-English dual language program. 14. Cultivating Critical Consciousness with Mothers of Bilingual Students. 15. When Life Gives You Lemons: Critically Conscious Family Engagement in a Virtual Dual Language Kindergarten Class during a Pandemic. 16. Contextualizing Parent Activism in One of Milwaukee’s Bilingual Public Schools. 17. Relational Pedagogies and the Building of a Social Architecture of Authentic Cariño in the Teaching of Healing Practices at Academia Cuauhtli. Section IV: Teaching, Teacher Learning, and Critical Consciousness. 18. Black Liberation in Bilingual Education: A Case for Black Freedom Dreaming. 19. Intentando incluir a todes: A first-grade team’s gender-inclusive pedagogies. 20.  English-only as a magic pill? Dispelling the myths about disability and dual language bilingual education. 21. Professional Development Through Critical Conversation And Testimonio At Simón Bolívar Elementary. 22. Bridging Testimonio Pedagogy with Dual Language Bilingual Education in a K/1 Classroom: One Teacher's Journey to Critical.  23. A Sense of Belonging: Biliteracy Instruction that Loves and Centers Latinx Emergent Bilingual Students and their Families.  24. Growing Critical Bilingual Literacies: Counter-Narratives and Social Justice in Bilingual Education.  25. Building on Emotion: Experiencing, Confronting and Reflecting on Patterns of Language Use in a TWI DL Classroom.

"This collection is a much needed contribution to the field. It is an invaluable resource for researchers, practitioners, and parents who are committed to social justice."--Guadalupe M. Valdés, Professor Emeritus, Stanford University"The stories and testimonios told in the chapters move the field beyond simple criticism of DLBE to reconstructing it so that it educates minoritized emergent bilinguals equitably."--Ofelia García, Professor Emeritus, The Graduate Center, City University of New York"This comprehensive volume makes a compelling case to add a fourth goal to the existing goals of DLBE: Critical Consciousness. Each chapter provides an example of how critical consciousness is an essential resource for all educators who strive to promote language equity in practice with multilingual, multicultural, and transnational learners." --M. Beatriz Arias, Senior Research Scientist, Center for Applied Linguistics, Washington, DC"This book is a GREATLY needed resource for educators in the field. I recommend this book to every administrator and educator who is truly passionate about fulfilling the exciting promise of bilingual education."--Amy Young, Minnesota Department of Education"Through the case studies presented in this important volume, the editors and contributors provide helpful, concrete examples that will inspire us all to make critical consciousness the very foundation of DLBE."--Kate Menken, Queens College, City University of New York"Educators, researchers, policymakers, and teacher educators in the U.S. and beyond will appreciate the instructive and inspiring glimpses into the transformative, liberatory possibilities that exist in and through DLBE."--Mariana Pacheco, Associate Professor, UW-Madison