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All of these structural issues that are much more salient in the lives of these childrens and these, and these family, right? Um, but in education ci… - Nelson Flores
" "All of these structural issues that are much more salient in the lives of these childrens and these, and these family, right? Um, but in education circles, we tend to think that none of that has anything to do with, like, what we should be talking about, right? We should just be talking about fixing the kids. Um, and I think that’s, that, one, it’s misguided, because of all of these other challenges that I, I think are much more salient. But, two, it then socializes teachers to come from the perspective that the kids are broken and need to be fixed, right? And that is not a productive perspective to begin with, especially when we look at the demographics of teachers versus students, when there’s already this divide between them, right, the last thing that we wanna do is increase that by teach, telling teachers that their job is to be like these people in that website that you were talking about these benevolent white people who are trying to fix racialized communities.
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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
which spaces are these linguistic tokens policed, and what histories are being cited in those spaces? And how it’s really not just about individual teachers; it’s really this broader sociohistorical process that has allowed for this emergence of policing to begin with. And so, it connects to the point I was making, before, where we conclude, there, that any efforts at raising the consciousness of teachers has to also be situated within broader political struggles, that then can allow teachers to inhabit new listening subject positions, right?
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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 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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