Empowering minority students: An analysis of the bilingual education debate
This paper argues that the nature of the bilingual education debate, represents a drama of societal self-definition. On one hand the commitment to preserve traditional power structures, and on the other, the desire to live up to theideals upon which the U.S.was founded. The latter implies the creati...
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| Formato: | Online |
| Lenguaje: | eng |
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Universidad Autónoma de Baja California
1989
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| Acceso en línea: | https://ref.uabc.mx/ojs/index.php/ref/article/view/441 |
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oai:ojs.localhost:article-4412020-04-24T18:09:48Z Empowering minority students: An analysis of the bilingual education debate Cummins Ontario, Jim students bilingual pedagogy of empowerment border Social sciences Demographics Sociology culture The social structure education Dropouts Sociology of Education Discrimination in education Immigrants and ethnic and linguistic minorities international relations This paper argues that the nature of the bilingual education debate, represents a drama of societal self-definition. On one hand the commitment to preserve traditional power structures, and on the other, the desire to live up to theideals upon which the U.S.was founded. The latter implies the creation of a society where equality, freedom and justice represent more than just empty rhetoric. In order to build his case, the author examines the historical context of minority education in the U.S. and the surface text of the arguments both for and against the effectiveness of bilingual education. He concludes that the fundamental causes of minority students' school failure are rooted in socio historical processes of minority group disempowerment. The ways are outlined in which schools have traditionally reflected the societal power structure and rationalized the education disablement of minority students. An invention framework designed to reverse this pattern and prevent minority student academic failure is proposed. However, the author cautions that the implementation of empowerment pedagogy is unlikely to be facilitated by the dominant group because, almost by definition. empowerment pedagogy requires educators as individuals and schools as institutions to challenge the institutionalized racism that still persists in many aspects of society. Universidad Autónoma de Baja California 1989-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Historical-explanatory research application/pdf https://ref.uabc.mx/ojs/index.php/ref/article/view/441 10.21670/ref.1989.18-19.a01 Estudios Fronterizos Revista; No. 18-19 (1989); 15-35 Estudios Fronterizos; Núm. 18-19 (1989); 15-35 2395-9134 0187-6961 eng https://ref.uabc.mx/ojs/index.php/ref/article/view/441/667 Derechos de autor 2015 Estudios Fronterizos Revista de Ciencias Sociales y Humanidades |
| institution |
Estudios Fronterizos |
| collection |
OJS |
| language |
eng |
| format |
Online |
| author |
Cummins Ontario, Jim |
| spellingShingle |
Cummins Ontario, Jim Empowering minority students: An analysis of the bilingual education debate |
| author_facet |
Cummins Ontario, Jim |
| author_sort |
Cummins Ontario, Jim |
| title |
Empowering minority students: An analysis of the bilingual education debate |
| title_short |
Empowering minority students: An analysis of the bilingual education debate |
| title_full |
Empowering minority students: An analysis of the bilingual education debate |
| title_fullStr |
Empowering minority students: An analysis of the bilingual education debate |
| title_full_unstemmed |
Empowering minority students: An analysis of the bilingual education debate |
| title_sort |
empowering minority students: an analysis of the bilingual education debate |
| description |
This paper argues that the nature of the bilingual education debate, represents a drama of societal self-definition. On one hand the commitment to preserve traditional power structures, and on the other, the desire to live up to theideals upon which the U.S.was founded. The latter implies the creation of a society where equality, freedom and justice represent more than just empty rhetoric. In order to build his case, the author examines the historical context of minority education in the U.S. and the surface text of the arguments both for and against the effectiveness of bilingual education. He concludes that the fundamental causes of minority students' school failure are rooted in socio historical processes of minority group disempowerment. The ways are outlined in which schools have traditionally reflected the societal power structure and rationalized the education disablement of minority students. An invention framework designed to reverse this pattern and prevent minority student academic failure is proposed. However, the author cautions that the implementation of empowerment pedagogy is unlikely to be facilitated by the dominant group because, almost by definition. empowerment pedagogy requires educators as individuals and schools as institutions to challenge the institutionalized racism that still persists in many aspects of society. |
| publisher |
Universidad Autónoma de Baja California |
| publishDate |
1989 |
| url |
https://ref.uabc.mx/ojs/index.php/ref/article/view/441 |
| _version_ |
1715723772410986496 |
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