Race, power, and (in)equity within two-way immersion settings

Urban Review

Volumn 41, Issue 5, 2009, Pages 391-415

  Scanlan, Martin ^a   Palmer, Deborah ^b  

^a MARQUETTE UNIVERSITY   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Inclusion; Traditionally marginalized students; Two way immersion

Indexed keywords

EID: 70949100086     PISSN: 00420972     EISSN: 15731960     Source Type: Journal    
DOI: 10.1007/s11256-008-0111-0     Document Type: Article

References (73)

1. Alt, M. N., & Peter, K. (2002). Private schools: A brief portrait. Washington, DC: National Center for Education Statisticso.
2. R Blank 1990 Analyzing educational effects of magnet schools using local district data Sociological Practice Review 1 40 51
3. Blank, R., Levine, R., & Steel, L. (1996). After 15 years: Magnet schools in urban education. In B. Fuller & R. Elmore (Eds.), Who chooses, who loses? Culture, institutions and the unequal effects of school choice (pp. 154-172). New York: Teachers College Press.
4. Calderon, M. E., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs. Thousand Oaks, CA: Corwin Press.
5. California Department of Education. (2007). Data quest. Retrieved November 6, 2007, from http://dq.cde.ca.gov/dataquest/.
6. C Capper 1998 Critically oriented and postmodern perspectives: Sorting out the differences and applications for practice Educational Administration Quarterly 34 3 354 378 10.1177/0013161X98034003005
7. GM Cattaro 2002 Catholic schools: Enduring presence in urban America Education and Urban Society 35 2 100 110 10.1177/001312402237216
8. Center for Applied Linguistics. (2005). Center for Applied Linguistics Directory of Two-Way Immersion Programs. Retrieved June 27, 2005, from http://www.cal.org/twi/directory/.
9. Christian, D., Lindholm, K., Montone, C., & Carranza, I. (1997). Profiles in two-way immersion education. McHenry, IL: Delta Systems Co, Inc.
10. ALW Crowley S Wall 2007 Supporting children with disabilities in the Catholic schools Catholic Education: A Journal of Inquiry and Practice 10 4 508 522
11. Cummins, J. (2000). Language, power and pedagogy:bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
12. D Delgado Bernal 2002 Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge Qualitative Inquiry 8 1 105 126
13. WP Durow 2007 Including and serving students with special needs in Catholic schools: A report of practices Catholic Education: A Journal of Inquiry and Practice 10 4 473 489
14. ERIC Digest. (1994). Funds of knowledge: Learning from language minority households. ERICRIE0, 19940201.
15. Finn, M. (1999). Literacy with an attitude. Albany, NY: State University of New York Press.
16. S Flores EG Murillo 2001 Power, language, and ideology: History and contemporary notes on the dismantling of bilingual education The Urban Review 33 3 183 206 10.1023/A:1010361803811 (Pubitemid 33323112)
17. Frattura, E., & Capper, C. (2007). Leadership for social justice in practice: Integrated comprehensive services for all learners. Thousand Oaks, CA: Corwin Press.
18. Freeman, R. (1998). Bilingual education and social change. Clevedon, UK: Mulilingual Matters.
19. N Friedman 1985 The future of ethnic cultural pluralism in America: Two school-based models and scenarios-Jews and Chicanos Urban Education 20 2 177 187 10.1177/004208598502000204
20. Fuller, B., & Elmore, R. (1996). Who chooses, who loses? Culture, institutions and the unequal effects of school choice. New York: Teachers College Press.
21. Garcia, E., & Jensen, B. (2007). Language development and early education of young Hispanic children in the United States. Tempe, AZ: National Task Force on Early Childhood Education for Hispanicso.
22. Glesne, C. (1999). Becoming qualitative researchers. New York: Longman.
23. Gray, M., & Gautier, M. (2006). Primary trends, challenges, and outlook: A report on U.S. Catholic elementary schools 2000-2005. Washington, DC: National Catholic Educational Associationo.
24. Guba, E., & Lincoln, Y. (2001). Competing paradigms in qualitative research. In C. Conrad, J. G. Hawworth, & L. Lattuca (Eds.), Qualitative research in higher education: Expanding perspectives (pp. 57-72). Boston: Pearson Custom Publishing.
25. Howard, E., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).
26. Kincheloe, J., & McLaren, P. (2000). Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 279-314). Thousand Oaks, CA: Sage Publications.
27. Ladson-Billings, G. (1999). Just what is critical race theory, and what's it doing in a nice field like education? In L. Parker, D. Deyhle, & S. Villenas (Eds.), Race is-race isn't : Critical race theory and qualitative studies in education (pp. 7-30). Boulder, CO: Westview Press.
28. Ladson-Billings, G. (2005). Reading, writing, and race: Literacy practices of teachers in diverse classrooms. In T. McCarty (Ed.), Language, literacy, and power in schooling (pp. 133-150). Mahwah, NJ: Lawrence Erlbaum, Associates.
29. Lindholm-Leary, K. (2001). Dual language education. Clevedon, UK: Multilingual Matters.
30. T Long C Brown A Nagy-Rado 2007 Preparing special educators to assume collaborative and consultative roles Catholic Education: A Journal of Inquiry and Practice 10 4 409 507
31. M Lynn M Adams 2002 Introductory overview to the special issue critical race theory and education: Recent developments in the field Equity and Excellence in Education 35 2 87 92 10.1080/713845285
32. Marshall, C., & Oliva, M. (2006). Building the capacities of social justice leaders. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (pp. 1-15). Boston: Pearson.
33. Mawdsley, R. D. (2000). Legal problems of religious and private schools (4th ed.). Dayton, OH: Education Law Association.
34. Maxwell, J. (1998). Designing a qualitative study. In L. Bickman & D. Rog (Eds.), Handbook of applied social research methods (pp. 69-100). Thousand Oaks: Sage Publications.
35. Maxwell, J. (2001). Understanding and validity in qualitative research. In C. Conrad, J. G. Hawworth, & L. Lattuca (Eds.), Qualitative research in higher education: Expanding perspectives. Boston: Pearson Publishing.
36. McLaren, P., & Giarelli, J. (1995). Critical theory and educational research. Albany, NY: State University of New York Press.
37. M Milian V Pearson 2005 Students with visual impairments in a dual-language program: A case study Journal of Visual Impairment and Blindness 99 11 715 719
38. Moll, L., & Gonzalez, N. (2004). Engaging life: A funds-of-knowledge approach to multicultural education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 699-715). San Francisco: Wiley.
39. NativityMiguel Network. (2007). Executive summary report. Washington, DC: NativityMiguel Network of Schoolso.
40. Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press.
41. Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven: Yale University Press.
42. Olsen, L. (1987). Made in America. New York: New Press.
43. Orfield, G. (1981). Why it worked in Dixie: Southern school desegregation and its implications for the north. In A. Yarmolinsky, L. Lance, & C. Schelling (Eds.), Race and schooling in the city. Cambridge, MA: Harvard University Press.
44. Orfield, G., & Lee, C. (2005). Why segregation matters: Poverty and educational inequality. Cambridge, MA: Harvard University, The Civil Rights Projecto.
45. C Ovando 2003 Bilingual education in the United States: Historical development and current issues Bilingual Research Journal 27 1 1 25
46. Palmer, D. (2004). Educating for equity in a dual immersion classroom: "No interrumpas!" Unpublished Dissertation, University of California, Berkeley, CA.
47. Palmer, D. (2005). Race, power, and equity in a diverse urban elementary school with a dual immersion "strand" program. Paper presented at the American Education Research Association Annual Meeting.
48. D Palmer 2008 Building and destroying students' 'academic identities': The power of discourse in a two-way immersion classroom Qualitative Studies in Education 21 6 647 667 10.1080/09518390701470537
49. Perez, B. (2004). Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Lawrence Erlbaum Associates.
50. J Petrovic 2005 The conservative restoration and neoliberal defenses of bilingual education Language Policy 4 4 395 416 10.1007/s10993-005-2888-y (Pubitemid 41813680)
51. JD Ramirez S Yuen DR Ramey 1991 Final report: Longitudinal study of structured immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children National Association of Bilingual Education Journal 8 15 34
52. CA Rolon 2003 Educating Latino students Educational Leadership 60 4 40 43
53. R Rolon-Dow 2005 Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls American Educational Research Journal 42 1 77 111 10.3102/00028312042001077
54. Rossell, C. H. (1990). The carrot or the stick for school desegregation policy: Magnet schools vs. forced busing. Philadelphia: Temple University Press.
55. E Rubinstein-Avila 2006 Connecting with Latino learners Educational Leadership 63 5 38 43
56. O Rubio 1995 "Yo soy voluntaria": Volunteering in a dual-language school Urban Education 29 396 409 10.1177/0042085995029004003
57. G San Miguel R Valencia 1998 From the treaty of Guadalupe Hidalgo to Hopwood: The educational plight and struggle of Mexican Americans in the Southwest Harvard Educational Review 68 3 353 412 (Pubitemid 128130396)
58. M Sapon-Shevin 2003 Inclusion: A matter of social justice Educational Leadership 61 2 25 28
59. Sapon-Shevin, M. (2007). Widening the circle: The power of inclusive classrooms. Boston: Beacon Press.
60. Scanlan, M. (2008). Is the perfect the enemy of the good? Exclusivity in socially just schools. Paper presented at the Annual Meeting of the American Educational Research Association.
61. Scanlan, M. (in press). Emerging trends of inclusive Catholic schools. In P. Bauch & T. Hunt (Eds.), Catholic schools in the public interest: Past, present, future. Charlotte, NC: Information Age Publishers.
62. Scanlan, M., & Palmer, D. (2007). Race, power, and (In)equity within two-way immersion settings. Paper presented at the University Council of Educational Administration.
63. Schofield, J. (1995). Review of research on school desegregation's impact on elementary and secondary school students. In J. Banks & C. Banks (Eds.), Handbook of research on multicultural education. New York: MacMillan.
64. Selected Programs for Improving Catholic Education (SPICE). (2000). Integrating the social teaching of the Church into Catholic schools. Retrieved July 27, 2005, from http://www.ncea.org/newinfo/awards/spice/spice-00/default. asp.
65. BVK Senesac 2002 Two-way bilingual immersion: A portrait of quality schooling Bilingual Research Journal 26 1 1 17
66. DG Solorzano T Yosso 2002 Critical race methodology: Counter-storytelling as an analytical framework for educational research Qualitative Inquiry 8 1 23 44
67. G Theoharis 2007 Social justice educational leaders and resistance: Toward a theory of social justice leadership Educational Administration Quarterly 43 2 221 258 10.1177/0013161X06293717
68. United States Conference of Catholic Bishops. (2002). Welcome and justice for persons with disabilities: A framework of access and inclusion. Retrieved July 9, 2005, from http://www.nccbuscc.org/doctrine/disabilities.htm.
69. F Valdes 1996 Latina/o Ethnicities, critical race theory, and post-identity politics in postmodern legal culture: From practices to possibilities La Raza Law Journal 9 1 1 31
70. G Valdés 1997 Dual language immersion programs: A cautionary note concerning the education of language-minority students Harvard Educational Review 67 3 391 429
71. Villenas, S., Deyhle, D., & Parker, L. (1999). Critical race theory and praxis: Chicano(a)/Latino(a) and Navajo struggles for dignity, educational equity, and social justice. In L. Parker, D. Deyhle, & S. Villenas (Eds.), Race is-race isn't : Critical race theory and qualitative studies in education (pp. 31-52). Boulder, CO: Westview Press.
72. Wolcott, H. F. (1990). Writing up qualitative research. Newbury Park, CA: Sage.
73. AC Zentella 1997 Latino youth at home, in their communities, and in school: The language link Education and Urban Society 30 122 130 10.1177/0013124597030001008