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"So, Is Gentrification Good or Bad?": One Teacher's Implementation of the Fourth Goal in Her TWBE Classroom
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Heiman, Daniel – Anthropology & Education Quarterly, 2021
Two-way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical…
Descriptors: Bilingual Education, Academic Achievement, Bilingualism, Interpersonal Competence
"Era como si esas casas no encajaban con la comunidad": Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community
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Heiman, Daniel; Bybee, Eric Ruíz; Rodríguez, Haydeé Marie; Urrieta, Luís – Journal of Language, Identity, and Education, 2021
Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an…
Descriptors: Teacher Education Programs, Bilingual Education, Teaching Methods, Hispanic Americans
"Now It's All Upper-Class Parents Who Are Checking out Schools": Gentrification as Coloniality in the Enactment of Two-Way Bilingual Education Policies
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Dorner, Lisa M.; Cervantes-Soon, Claudia G.; Heiman, Daniel; Palmer, Deborah – Language Policy, 2021
Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849-883, 2016. https://doi.org/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global…
Descriptors: Advantaged, Foreign Policy, Bilingual Education Programs, Second Language Learning
"It Was Like a Magnet to Bring People In": School Administrators' Responses to the Gentrification of a Two-Way Bilingual Education (TWBE) Program in Central Texas
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Heiman, Daniel; Murakami, Elizabeth – Journal of School Leadership, 2019
This critical ethnographic study investigated how gentrification processes shaped an elementary school's community and two-way bilingual education (TWBE) program in Central Texas. Findings revealed how these gentrification processes impacted the principal and vice principal at the ontological and epistemological levels, as their ways of being and…
Descriptors: Administrator Attitudes, Bilingual Education, Immersion Programs, Social Class