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oftentimes, in our work with teachers, we tend to frame the issue as, “We need to raise the consciousness of teachers,” and we kind of frame it as an… - Nelson Flores
" "oftentimes, in our work with teachers, we tend to frame the issue as, “We need to raise the consciousness of teachers,” and we kind of frame it as an individual thing, but the issue that we look at in this article – and I say “we” ’cause two of my doctoral students wrote it with me – are the ways that broader sociopolitical processes impact what is possible in the classroom, and what we, we call what institutional listening subject positions teachers aren’t able to have it. so, the school that we look at is a bilingual school, so we look at the ways that bilingualism is completely normalized in the school. But we think of that not solely as great teachers – and they are great teachers, but because of the history of political struggle that has allowed for these spaces to emerge. And so, it’s a combination of teachers who are onboard, and the possibility of this space emerging, through political struggle.
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About Nelson Flores
Nelson Flores studies how language and race intersect in bilingual education policies and practices in ways that are harmful to bilingual students of color. He is an Associate Professor in the Educational Linguistics Division at the University of Pennsylvania.
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Additional quotes by Nelson Flores
there’s no objective basis for determining that being nondirective is more quality, right? That's not an objective statement. That’s coming from a particular ideological position. So, if you can own that position, if you can say, “Yes, I think that all racialized community should behave just like white people,” I would disagree with you, but at least I would say, “Well, you’re being honest with what your perspective is, and you’re not hiding it behind “this veil of objectivity.”
We have normalized bilingualism in some public schools in the United States, because people have pushed for the possibility of new listening subject positions in these institutions. So we have to keep thinking about what do we want teachers to be able to do, and how can we transform the institutions to allow them to be able to do that.
I think our society finds fixing racialized communities as a seductive narrative. Because it really leaves the rest of the society off the hook, right? So, we don’t have to reflect on the root causes of racial inequalities, because we can just say, “Oh, it’s their fault, because they’re not using – they’re not asking their children questions.” I don’t know how anyone who, who has any experience working in neighborhoods, um, that have experienced multiple generations of racialized poverty, um, could possibly think that changing the way that you ask questions to your child, or increasing the number of words [laughter] that you give them, is really going to be what’s the make-it or break-it for whether that child is gonna thrive or not, right?
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