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This volume paints a vivid portrait of a bilingual school over seven years as it implemented a two-way-dual-language program and rapidly gentrified. Contributors—former teachers, parents, and researchers at the school—argue that to avoid marginalizing racialized bilingual families, schools must engage in dialogue toward critical consciousness.
Suzanne García-Mateus is assistant professor and the director of the Monterey Institute for English Learners at California State University - Monterey Bay. Deborah K. Palmer is professor of equity, bilingualism and biliteracy in the School of Education at the University of Colorado Boulder.
Chapter 1 Hillside Elementary, Our Research Collaborative, Gentrification, and TWBE in Texas Chapter 2 Espacios de confianza: Affectively and Systemically Resisting Color-blind Ideologies in TWBE Home-school Planning Chapter 3 "The Dual Language Program Changes Everything": The First Year of TWBE at Hillside and the (Re)negotiation of a School's Identity Chapter 4 "I feel it's not about ability, it's about power." Bilingual Teachers' Interpretation of a Gentrifying Two-way Immersion Program Chapter 5 "Tenemos que seguir nuestra cultura": Whiteness as Property at Hillside Elementary and Sam Houston Middle Schools Chapter 6 Spaces of Resistance, Hope, and Justice: Centering the Foundational Goal of Critical Consciousness at Hillside Chapter 7 From Tamales and Mole to Pizza and Pasta: Where Went the Neighborhood, So Goes the School Chapter 8 ¡Adelante!
