ABSTRACT

Within the current U.S. climate of post-truth politics, systemic barriers threaten to reify racial and linguistic hierarchies. Students and communities are stuck at the intersection of macro language education policies and micro enactments of said policies. Latinx communities notably are experiencing intensified segregation, even in bilingual education programs designed to support linguistic and cultural diversity. This study brings together two ethnographic investigations exploring the agentive power of educators who acted as policy arbiters to disrupt asymmetrical power relations, implementing meaningful change in rural and suburban bilingual education contexts in the U.S. Pacific Northwest. The findings explore the transformative power of single arbiters to disrupt hierarchies, but led us to problematize the notion of sustaining agentive power within a single arbiter, arguing for collective arbitration networks to maintain long-term advocacy.

摘要

在美国当前的后真相政治氛围中，系统性障碍有可能具体化种族和语言等级制度。学生和社区被困在宏观语言教育政策和上述政策的微观制定之间。拉丁裔社区尤其正在经历加剧的隔离，即使是在旨在支持语言和文化多样性的双语教育项目中也是如此。本研究汇集了两项民族志调查，探索作为政策仲裁者的教育工作者的代理权，以破坏不对称的权力关系，在美国太平洋西北地区的农村和郊区双语教育环境中实施有意义的变革。调查结果探索了单一仲裁者破坏等级制度的变革力量，