| Series |
Oxford studies in language and race
|
| Abstract |
"This chapter uses Potter-Thomas Elementary School in Philadelphia as a case study for examining how the institutionalization of bilingual education was part of a broader reconfiguration of race that rose to ascendency in the post-Civil Rights era. It first examines the emergence of bilingual education within a broader move toward compensatory education in the 1960s. It then examines how educators at Potter-Thomas sought to challenge this compensatory approach through efforts at maintaining rather than remediating Puerto Rican culture at Potter-Thomas. It argues that while this was framed as oppositional to compensatory education it relied on the same underlying logic that framed language as the primary challenge confronting the Puerto Rican community in ways that obscured broader structural barriers. Finally, it examines the ways that Potter-Thomas was a pioneer in what would become the modern accountability movement and the ways that this led the demise of its bilingual education program"-- Provided by publisher. |
| Bibliography note | Includes bibliographical references and index. |
| Access restriction | Available only to authorized users. |
| Technical details | Mode of access: World Wide Web |
| Genre/form | Electronic books. |
| LCCN | 2024022848 |
| ISBN | 9780197516829 (paperback) |
| ISBN | 9780197516812 (hardback) |
| ISBN | (epub) |
