Lourdes Diaz Soto - Language, culture, and power: bilingual families and the struggle for quality education
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Language, culture, and power: bilingual families and the struggle for quality education
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The poem on page 80 entitled "Under the Cover of Darkness," is printed with permission of Sis-Oiled Torres Cordero.
Published by State University of New York Press
1997 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, address the State University of New York Press, State University Plaza, Albany, NY 12246
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Lixary of Congrees Cataloguing-in-Publication Data
Soto, Lourdes Diaz, 1945 Language, culture, and power: bilingual families and the struggle for quality education / Lourdes Diaz Soto: with a foreword by Christine E. Sleeter. p. cm. (SUNY series, the social context of education) Includes bibliographical references (p. 157) and index. ISBN 0-7914-3141-X (hc: acid free). ISBN 0-7914-3142-8 (pb: acid free) 1. Education, BilingualSocial aspectsUnited StatesCase studies. 2. BilingualismUnited StatesCase studies. I. Title. II. Series: SUNY series, social context of education. LC3731.S667 1997 370.117'0973dc2096-34721 CIP
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Page iii
Language, Culture, and Power
Bilingual Families and the Struggle for Quality Education
Lourdes Diaz Soto
with a foreword by Christine E. Sleeter
STATE UNIVERSITY OF NEW YORK PRESS
Page v
To my family, especially Daniel Enrique Deane Gian-Carlo, and George Diaz, whose love and support have been a source of inspiration.
Page vii
Contents
Foreword
x
Acknowledgments
xv
Prologue
xvii
1. Overview
1
2. The Community: "Swallowing Hard"
17
3. Success Stories: "Our Language is at the Heart of Our Culture"
25
4. Early Schooling: "En Esta Escuela No Se Habla Espaol"
39
5. Agueybana Families: "Sit Down and Shut Up'
51
6. Media Accounts: The "Blue E"
65
7. Restoring the American Dream: A Light Shines in Steel Town
83
Epilogue
97
Appendixes
101
References
157
Index
167
Page ix
Foreword
Christine E. Sleeter
What do the most successful teachers, schools of language, and ethnic-minority students do? What does their practice "look like"? Where can educators gain the most useful insights for teaching "other people's children" (Delpit 1995)? Educators with whom I talk around the country want answers to questions about what to do. At the same time, it continues to amaze me how often many express suspicion about and resist my answers to the questions about where to go for insights: the children, themselves, their parents, and other adults in their communities. In this excellent case study of the Puerto Rican community in an industrial city, Lourdes Diaz Soto exposes the painful conflicts surrounding the education of language- and ethnic- minority children, and the resistance of many Anglo educators and citizens toward successful teaching practices as well as toward parents and community as sources of knowledge. As Soto argues clearly, this is a political issue as much as it is an educational one. Further, the study reported here is far from being an isolated instance. Rather, it exemplifies far too much of life for communities of color in the 1980s and 1990s.
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