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• W2617383834 abstract "My work as a teacher and researcher in English classrooms is steeped in the cultural-historical past of my family. As I imagine a much-needed language of solidarity for Black and Latinx1 youth in English classrooms, I must return to the experiences my parents shared at Willow High School2 (WHS), located in an urban Southern California community I call Tajuata. My mother attended WHS until her senior year when she was pushed out,3 never encouraged to return. My father attended night school at WHS to learn English after arriving as an immigrant from Mexico at the age of 25. My becoming a teacher at WHS, where I taught for several years as well as conducted research for one academic year about the linguistic repertoires of Black and Latinx youth, was bittersweet for my parents. They have nothing positive to share about their experiences at WHS in the early 1960s, and having one of their own children become a teacher there was something they never imagined, given the meager opportunities, the lack of resources, and even fewer teachers who believed in their worth at the school.My mother is the daughter of Mexican immigrants. Her mother preferred that her children not speak Spanish because she knew how teachers would treat them at the first Spanish word spoken. This familial language policy did nothing to stop the educational injustices to follow, though. Even my father, who voluntarily enrolled in night school classes to learn English, was teased about his accent, called a wetback, and treated unfairly by educators. For my parents, racism and linguicism were part of what they learned to deal with attending public schools, and they did what they could to protect us from the treatment they received.Did it work? I can never fault my parents for decisions they made to protect their children. As the youngest of five children, I grew up across the tracks from Tajuata, where English was the dominant language in our home despite living in a community that was nearly all Latinx, mostly Mexican at the time. My schools were 98 percent Latinx, from elementary to high school. I heard Spanish all the time; however, nobody forced me to speak Spanish in our home, and schools I attended did nothing to bring in the rich linguistic features of the community into my classrooms. As the youngest, the absence of any home or educational policy requiring me to speak Spanish led to my loss of the familial language as a K-12 student. I grew up with some resentment for not being made to speak Spanish, but also ill feelings toward those who did not speak English. I could have been what Richard Rodriguez (1982) called a scholarship boy, someone who believed the only way to succeed, particularly in academia, was to abandon the private cultural and linguistic practices of the home, particularly those tied to being Mexican. However, I managed to reclaim Spanish through my work with Latinx children, youth, and families in communities similar to my own. In this time of reclaiming Spanish, I also learned that despite my socialization to the English language, I was still looked down on for my accented utterances that to this day can place me in my Latinx community.Personal Experiences Teaching and Researching Black and Latinx YouthDuring my first week as an English teacher at WHS in 2002, I walked out of the office and witnessed two school police officers dragging a Black youth from the bustling quad area where students were eating lunch into a long hallway of the main building on campus. This youth's arms were fixed behind his back in handcuffs, and his head dragged below his shoulders while his eyes faced the floor. The officers held him up as they yelled at him, words I cannot remember. Seeing a Black youth-a child-in handcuffs inside our school was shocking to me. I remember feeling angry, particularly because no one else batted an eye at the sight. For the next five years, this scene would frequently reoccur. Sometimes, several youths were handcuffed-Black and Latinx, male and female-for offenses such as ditching classes, getting into fights on campus, being defiant to teachers and administrators, and so on. …" @default.
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• W2617383834 date "2017-01-01" @default.
• W2617383834 modified "2023-09-23" @default.
• W2617383834 title "Imagining a Language of Solidarity for Black and Latinx Youth in English Language Arts Classrooms" @default.
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