Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined ‘native’ speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers.
Additional resources for the book are available to download here: https://www.multilingual-matters.com/page/ssw/.
Содержание
Acknowledgements
Preface
Chapter 1. Nombre y fecha: First things first or ‘Francisco’, que en paz descanse (1993-1999)
Chapter 2. Sitting Down and Showing up: Guiding Principles and Non-Negotiables
Chapter 3. Conversations with Ourselves: Inheritances, Ideologies, Identities
Chapter 4. Conversations with Each Other: Whose Voices, Whose Wisdoms are We Showing up For?
Chapter 5. Conversations with Our Students: Care In, Care Out
Chapter 6. Conversations with Other White People, Including Family and Friends: From Socialization to Liberation
References
Index
Об авторе
Adam Schwartz is Associate Professor of Language, Culture & Society, Oregon State University, USA. A language teacher who aims to be critically reflective of pedagogy and student experiences, he aspires to follow suit in his research. Adam studies secondary and postsecondary Spanish language education in the US, and in particular the ways in which culture, borders, foreignness, race and privilege are constructed both in and outside classroom spaces.
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