"Compromises that we make": Whiteness in the dual language context. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Burns, Meg
• Is Part Of: Bilingual research journal. Volume 40:Issue 4(2017)
• Page Start: 339
• Page End: 352
• Publication Date: 2017-10-02
• Subjects: Education, Bilingual -- United States -- Periodicals; Minorities -- Education -- United States -- Periodicals; Languages, Modern -- Study and teaching -- United States -- Periodicals; 370.1175097305
• DOI: 10.1080/15235882.2017.1388303
• Languages: English
• ISSNs: 1523-5882

Abstract

ABSTRACT: This case study of a two-way dual language school explores the role of whiteness in a bilingual space, specifically with regards to parent involvement. I ask how whiteness operates in this setting and how the school's response to parent involvement reflects and/or challenges white supremacy. Using the concept of interest convergence and additional concepts from whiteness studies, I argue that the focal school offers a unique example of administrators explicitly working against the domination of white parents by asserting the legitimacy of Mexican-American parents' cultural capital. However, structural factors, specifically lack of funding, created a context for white parents' continued influence. Additionally, I examine the variety of ways in which white parents explained their involvement, arguing that notions of "compromise" and "sacrifice" undermined their—and administrators—social justice orientations.