I actually am one who’s not particular interested in what one’s intentions are. Um, and so, it’s, like, I’m sure they had good intentions, I mean, I … - Nelson Flores
" "I actually am one who’s not particular interested in what one’s intentions are. Um, and so, it’s, like, I’m sure they had good intentions, I mean, I don’t think people do research with – or, or at least social science research, without wanting to make a difference and help. But it doesn’t really matter, in the grand scheme of things-if you’re still producing racism. And, and I think that, even terms like “covert racism,” oftentimes, I find problematic, because who are they covert to? Um, like, oftentimes, the victim of it. it’s only covert to the one who isn’t aware that they’re being racist, right? so, I think that for me it’s, like, less important what their intentions are, and more about, I think that the framework that they’re using is fundamentally flaws, and has led to interventions that are quite damaging. Um, and I know that that sounds maybe extreme, in some ways, but I do think that interventions that are coming from a racist deficit perspective are damaging to children.
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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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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.
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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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