To read this content please select one of the options below:

“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices

Quentin Charles Sedlacek (Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University, Dallas, Texas, USA)

English Teaching: Practice & Critique

ISSN: 1175-8708

Article publication date: 2 January 2023

6

Abstract

Purpose

The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and practices.

Design/methodology/approach

The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices.

Findings

Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes.

Originality/value

Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices.

Keywords

Acknowledgements

The author would like to thank Arnetha Ball for her decades of work advancing racial and linguistic justice, for her mentorship and advice, and for her invaluable feedback on this study. The author is also immensely grateful to the participants for the vital work they do as antiracist teachers and for graciously sharing their time and insights with me. Finally, the author wishes to thank Bryan Brown, John Rickford, Ramón Martínez and Mike Metz, as well as the reviewers of this manuscript and the guest editors of the special issue, for their invaluable support and feedback during various stages and iterations of this work.

Citation

Sedlacek, Q.C. (2023), "“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices", English Teaching: Practice & Critique, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ETPC-03-2022-0037

Publisher

:

Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

Related articles