Historically, the field of world language education has excluded, marginalized, neutralized, and ignored the experiences, contributions, and perspectives of people of African descent. This unconscious or conscious practice of racialized linguistic domination has real consequences for all world language students and educators, especially Black students and educators. Unfortunately, a refusal to examine issues related to this practice results in the perpetuation of (a) deficit perspectives about Black students and educators, (b) a White/ Eurocentric image as the ideal native speaker (Kubota & Lin, 2009), and (c) "colonialist" curricula and the continued low enrollment of Black students in world language study and teacher education programs.
In this narrative inquiry, four Black female world language educators share how race, culture, and gender impact educators' teacher experience and teacher praxis in world language classrooms and communities. Black female world language educators possess unique perspectives, as outsiders within (Collins, 1999, 2000) from critical race theory and Black feminist theory frameworks. A principal goal of this inquiry was to query Black female world language educators about their experiences and what they have witnessed in classrooms and the field.
Their narrative retellings are testimonies. They were compiled collaboratively from thematically analyzed questionnaire, interview, and journal data. The data unearthed emergent themes for consideration within the field. The findings might be significant because they draw attention to a troubling social justice issue-who has the "right to be multilingual" and who has the "right to participate" in world language study and the world language field.
|Advisor:||Haley, Marjorie H.|
|Commitee:||Grant, Rachel, Reybold, L. Earle, Wong, Shelley|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 77/01(E), Dissertation Abstracts International|
|Subjects:||Language arts, Foreign Language, Multicultural Education|
|Keywords:||Black female educators, Black students, Lived experience, Narrative inquiry, Teacher praxis, World langauge education|
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