"I was writing about what I called, “ideologies of languagelessness,” that just framed certain populations as deficient in any language that they use. It’s not just certain populations. It’s racialized populations."
"The mantra of ‘diversity and inclusion’ can be understood as part of a normative project that seeks to present the superficial appearance of racial diversity while leaving white supremacist institutions and structures fundamentally unchallenged (Ahmed 2012)."
"Jorge’s and Yesi’s experiences show how particular enactments of Puerto Ricaness and Mexicanness were viewed as problematic. Not coincidentally, Jorge and Yesi became marked in part because of their Spanish and English language practices, respectively."
"Earlier this year, a self-identified White, monolingual English-speaking teacher explained to me that, among other signs of her stupidity, Dr Baez’s English language skills are ‘horrible, and from what I hear, her Spanish isn’t that good either’...If Dr Baez, the bilingual school principal with multiple university degrees, including a doctorate in education, was subjected to such discriminatory thinking, then what could this mean for students, who were positioned in highly subordinate institutional positions?"
"some of these genetic ancestry tests which proport to find race in your genes but, in fact, have to presume that race already lives in your genes in order to then find it there. If you understand race to be something historically constructed, then it doesn’t live in your genes."
"Whereas claims about biological inferiority are no longer acceptable in mainstream US public discourse, claims about linguistic inferiority are often perceived as perfectly legitimate."
"NNHS students discussed Americanness in their everyday interactions. For example, Mr Ford, a popular White teacher, made a jocular reference to the title of a popular television show when he told a classroom full of seniors who had not completed an assignment that they ‘should be called America’s biggest losers!’ A mexican girl (Gen 3, Grade 12) retorted, ‘But we’re not even American!’ This kind of comment reflects Latinx students’ awareness that they were positioned as somehow un-American."