Multilingual Educators in Superdiverse Rural Schools: Placing Administrators and Teachers' Cultural and Linguistic Wealth at the Center of Rural Education.
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| Title: | Multilingual Educators in Superdiverse Rural Schools: Placing Administrators and Teachers' Cultural and Linguistic Wealth at the Center of Rural Education. |
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| Authors: | Paciotto, Carla1 c-paciotto@wiu.edu, Delany-Barmann, Gloria A.1 GA-Delany-Barmann@wiu.edu |
| Source: | Rural Educator. Fall2024, Vol. 45 Issue 4, p62-76. 16p. |
| Subject Terms: | *Rural education, *Place-based education, *School districts, *Rural schools, *Language policy |
| Abstract: | Centered on reconceptualizations of "rural" and "rurality" that reimagine and transcend the "traditional imaginaries" of rural educational settings as places of disadvantage and isolation, this article presents the partial results of a mixed methods study funded by the Spencer Foundation about expanded and pivotal roles played by rural multilingual (ML) teachers, paraprofessionals, and administrators in two rural school districts located in U.S. Midwest COVID-19 hotspots. The pandemic made the historical struggles and inequities that ML students face in U.S. schools glaringly evident, as ML families experienced a disproportionately negative impact of the virus on their health and financial stability and showed a disparity of resources from their urban/suburban counterparts. In these contexts, this study focused on how two superdiverse rural school districts with unique histories of place-based language education policies, encompassing a range of multilingual programs and a high number of multilingual educators, mobilized unique linguistic and cultural capital to ensure that rural low-income ML students and families received equitable access to education during unprecedented times. Drawing from ML educators' interviews and surveys, the findings unveil how rural ML educational settings can be reimagined as places of opportunity for multilingual/multiethnic students and families, when equitable ML education policies and ML educators are made a centerpiece of localized language education policies. [ABSTRACT FROM AUTHOR] |
| Copyright of Rural Educator is the property of National Rural Education Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180877039 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Multilingual Educators in Superdiverse Rural Schools: Placing Administrators and Teachers' Cultural and Linguistic Wealth at the Center of Rural Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Paciotto%2C+Carla%22">Paciotto, Carla</searchLink><relatesTo>1</relatesTo><i> c-paciotto@wiu.edu</i><br /><searchLink fieldCode="AR" term="%22Delany-Barmann%2C+Gloria+A%2E%22">Delany-Barmann, Gloria A.</searchLink><relatesTo>1</relatesTo><i> GA-Delany-Barmann@wiu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Rural+Educator%22">Rural Educator</searchLink>. Fall2024, Vol. 45 Issue 4, p62-76. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Place-based+education%22">Place-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+schools%22">Rural schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+policy%22">Language policy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Centered on reconceptualizations of "rural" and "rurality" that reimagine and transcend the "traditional imaginaries" of rural educational settings as places of disadvantage and isolation, this article presents the partial results of a mixed methods study funded by the Spencer Foundation about expanded and pivotal roles played by rural multilingual (ML) teachers, paraprofessionals, and administrators in two rural school districts located in U.S. Midwest COVID-19 hotspots. The pandemic made the historical struggles and inequities that ML students face in U.S. schools glaringly evident, as ML families experienced a disproportionately negative impact of the virus on their health and financial stability and showed a disparity of resources from their urban/suburban counterparts. In these contexts, this study focused on how two superdiverse rural school districts with unique histories of place-based language education policies, encompassing a range of multilingual programs and a high number of multilingual educators, mobilized unique linguistic and cultural capital to ensure that rural low-income ML students and families received equitable access to education during unprecedented times. Drawing from ML educators' interviews and surveys, the findings unveil how rural ML educational settings can be reimagined as places of opportunity for multilingual/multiethnic students and families, when equitable ML education policies and ML educators are made a centerpiece of localized language education policies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Rural Educator is the property of National Rural Education Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180877039 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55533/2643-9662.1547 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 62 Subjects: – SubjectFull: Rural education Type: general – SubjectFull: Place-based education Type: general – SubjectFull: School districts Type: general – SubjectFull: Rural schools Type: general – SubjectFull: Language policy Type: general Titles: – TitleFull: Multilingual Educators in Superdiverse Rural Schools: Placing Administrators and Teachers' Cultural and Linguistic Wealth at the Center of Rural Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Paciotto, Carla – PersonEntity: Name: NameFull: Delany-Barmann, Gloria A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0273446X Numbering: – Type: volume Value: 45 – Type: issue Value: 4 Titles: – TitleFull: Rural Educator Type: main |
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