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Enacting a Raciolinguistic Perspective for the “New Mainstream” in Literacy Classrooms
Abstract
This chapter contributes to the conversation on reconceptualizing literacy teacher education through exploring the fallout of neoliberal sensibilities on U.S. schools. It continues to describe the new mainstream to be primarily racialized bi/multilingual students that defy the mono-mainstream assumption. The chapter then defines the mono-mainstream assumption that surreptitiously pervades educational systems with its deleterious effects on students. To combat this, the author explores how literacy teachers can enact a language architecture framework as an extension of a raciolinguistic perspective with practical classroom examples, including the terms used to describe students, their languages and literacies, how to negotiate hegemonic systems of accountability, specific pedagogical practices, and continued teacher reflexivity.
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