Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto

Following Boaventura de Sousa Santos, the authors of this article reject the type of "abyssal thinking" that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the "from the inside out" perspective that is required for thinking constructively abou...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Critical inquiry in language studies Ročník 18; číslo 3; s. 203 - 228
Hlavní autori: García, Ofelia, Flores, Nelson, Seltzer, Kate, Wei, Li, Otheguy, Ricardo, Rosa, Jonathan
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Mahwah Routledge 03.07.2021
Lawrence Erlbaum Associates, Inc
Predmet:
Bilingual Education
Bilingual people
Bilingual Students
Bilingualism
Code Switching (Language)
Colonialism
Cultural Background
Decolonization
Education
Ethnic Groups
Hegemony
Ideology
Language
Language Usage
Languages
Personal experiences
Prior Learning
Race
Racialization
Semiotics
Social Justice
Sociolinguistics
Students
ISSN:1542-7587, 1542-7595
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Following Boaventura de Sousa Santos, the authors of this article reject the type of "abyssal thinking" that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the "from the inside out" perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions about language, bilingualism, and education that are based on raciolinguistic ideologies with roots in colonialism. Adopting a translanguaging perspective that rejects rigid colonial boundaries of named languages, we argue that racialized bilingual learners, like all students, draw from linguistic-semiotic, cultural, and historical repertoires. The decolonial approach that guides our work reveals these students making a world by means of cultural and linguistic practices derived from their own knowledge systems. We propose that in order to attain justice and success, a decolonial education must center non-hegemonic modes of "otherwise thinking" by attending to racialized bilinguals' knowledges and abilities that have always existed yet have continually been distorted and erased through abyssal thinking.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1542-7587
1542-7595
DOI:10.1080/15427587.2021.1935957