La clase en regresión: racismo lingüístico y malas praxis educativas en la educación estadounidense

Autores/as

  • John Baugh Washington University in St. Louis,

DOI:

https://doi.org/10.17561/ae.vextra1.7335

Palabras clave:

minorías lingüísticas, pedagogía fundamentada culturalmente, malas praxis educativas, raciolingüística

Resumen

El panorama que traza Darder de la “racialización lingüística”, descrito aquí, ofrece la base de esta discusión, donde la pedagogía raciolingüística ha perpetuado un legado diverso y preocupante de malas praxis educativas hacia estudiantes infrarrepresentados de minorías lingüísticas que asisten a escuelas públicas infradotadas en los Estados Unidos. Debido, en parte, a prácticas educativas paradójicas con un acceso diferencial a recursos educativos desiguales, la gran mayoría de estudiantes privados de derechos lingüísticos son a menudo ignorados, o aún peor, están sujetos a prácticas educativas erróneas que no logran reducir las desigualdades académicas, reforzadas por la pobreza, el acceso desigual a una vivienda digna y la ausencia de destrezas pedagógicas que dispondrían del potencial de promover mejores resultados educativos. Esta discusión concluye con algunas propuestas sobre política educativa que, en caso de implementarse, podrían superar potencialmente la historia de logros académicos desiguales que ha resultado de una combinación de un apartheid educativo de iure y de facto.

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Publicado

2022-10-14

Cómo citar

Baugh, J. (2022). La clase en regresión: racismo lingüístico y malas praxis educativas en la educación estadounidense. Aula De Encuentro, (Extra1), 90–116. https://doi.org/10.17561/ae.vextra1.7335