Document Type
Article
Publication Date
12-2000
Journal / Book Title
Review of Educational Research
Abstract
This article provides a cultural and political critique of the constitution of bilingual/English-as-a-second-language (ESL) education as a disciplinary practice in the case of New Mexico. Using genealogy and postcolonial, post-structural, and critical frameworks, this article claims that the directions advanced by the Chicano/Chicana movement were lost. Instead, what emerged was a field that nurtured a mix of symbolic colonization and docilization through the construction of a settlement that controls thought and behavior, perpetuating misrecognition in a Bourdieuian sense. Illusion, collusion, and delusion have enabled the dominance of psycholinguistic approaches. Problematizing the constitution of bilingual/ESL education within a cultural and political sphere could foster an emancipatory education for marginalized students.
DOI
10.3102/00346543070004419
MSU Digital Commons Citation
Grinberg, Jaime and Saavedra, Elizabeth R., "The Constitution of Bilingual/ESL Education as a Disciplinary Practice: Genealogical Explorations" (2000). Department of Educational Foundations Scholarship and Creative Works. 16.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/16
Published Citation
Grinberg, J., & Saavedra, E. R. (2000). The Constitution of Bilingual/ESL Education as a Disciplinary Practice: Genealogical Explorations. Review of Educational Research, 70(4), 419-441. https://doi.org/10.3102/00346543070004419
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Social and Philosophical Foundations of Education Commons