Research on Language, Culture, Identity, and Power

Abstract

In this curriculum dialogue session, a group of multiethnic researchers explore their and other ethnic minority students’ experience of language, culture, identity, and power in China, Costa Rica, Mexico, and the United States. Their research on language, culture, identity, and power experiences multiple challenges during the pandemic when white supremacy, anti-Black/anti-Latinx/anti-Indigeneity/anti-Asian/anti-People of Color/anti- diaspora racism and pandemic, xenophobia, misogyny, homobophia, transphobia, Islamophobia, and settler colonialism are perpetuated by hatred of differences. Such experience helps them to recognize implicit/explicit and internal/external bias, racism, colonialism, and purposefully overcome such bias, racism, and colonialism to create inclusive and equitable educational opportunities for all students. Such experience enables them to validate the cultural capital of immigrant and minoritized students as assets/funds of knowledge to inform their instructional practices and dispositions. Such experience encourages them to make a commitment to the empowerment of culturally and linguistically diverse students within formal and informal educational contexts. Such experience inspires them to develop culturally and linguistically relevant/responsive/sustaining/empowering curricular knowledge and pedagogical strategies, and value funds of knowledge and community resources to envision curricular and pedagogical innovations as ways to cultivate culturally and linguistically inspirational learning environments and create equal opportunities to empower racially, culturally, socioeconomically, and linguistically diverse students to reach their highest potential (Sidle-Walker, 1996). Potentials, challenges, and future directions of their research on language, culture, identity, and power are also discussed.

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Jun 11th, 1:00 PM Jun 11th, 2:15 PM

Research on Language, Culture, Identity, and Power

Stream B

In this curriculum dialogue session, a group of multiethnic researchers explore their and other ethnic minority students’ experience of language, culture, identity, and power in China, Costa Rica, Mexico, and the United States. Their research on language, culture, identity, and power experiences multiple challenges during the pandemic when white supremacy, anti-Black/anti-Latinx/anti-Indigeneity/anti-Asian/anti-People of Color/anti- diaspora racism and pandemic, xenophobia, misogyny, homobophia, transphobia, Islamophobia, and settler colonialism are perpetuated by hatred of differences. Such experience helps them to recognize implicit/explicit and internal/external bias, racism, colonialism, and purposefully overcome such bias, racism, and colonialism to create inclusive and equitable educational opportunities for all students. Such experience enables them to validate the cultural capital of immigrant and minoritized students as assets/funds of knowledge to inform their instructional practices and dispositions. Such experience encourages them to make a commitment to the empowerment of culturally and linguistically diverse students within formal and informal educational contexts. Such experience inspires them to develop culturally and linguistically relevant/responsive/sustaining/empowering curricular knowledge and pedagogical strategies, and value funds of knowledge and community resources to envision curricular and pedagogical innovations as ways to cultivate culturally and linguistically inspirational learning environments and create equal opportunities to empower racially, culturally, socioeconomically, and linguistically diverse students to reach their highest potential (Sidle-Walker, 1996). Potentials, challenges, and future directions of their research on language, culture, identity, and power are also discussed.