[Linganth] Nelson Flores - tomorrow

[Ilana Gershon]

Dear Colleagues,
The CaMP reading group continues with Nelson Flores as the featured author
tomorrow.

Nelson Flores has asked us to read chapter 5 of *Becoming the System*.
Please read as much as you can, but do feel free to join us even if you
haven't managed to read everything.

The reading can be found here:
https://drive.google.com/file/d/1ttcTYb45qWpdGCJ0pKicn4DEIIQmPXXj/view?usp=sharing

The meeting will be at noon to 1 pm east coast time - Friday, October 31st
and can be reached by clicking on this Zoom link:

  https://iu.zoom.us/j/949202698 <https://iu.zoom.us/j/949202698>

If you want to see the full line-up for this year, you can find it here:
https://campanthropology.org/virtual-reading-group/

Looking forward to seeing you all virtually,

Ilana

Press blurb: Bilingual education is usually framed as a tool of antiracism.
In *Becoming the System*, author Nelson Flores challenges that framework by
examining the ways that institutionalizing bilingual education in the
post-Civil Rights Era in the United States has served to maintain rather
than challenge racial hierarchies. He adopts a methodology that he terms
raciolinguistic genealogy as a point of entry for arguing that the
institutionalization of bilingual education was part of a broader
reconfiguration of race in the postcolonial era. This reconfiguration
located the root of racial inequities within a psychologically damaged
racialized subject who, after having experienced multiple generations of
racial oppression, had either from a liberal perspective developed a
culture of poverty or a radical perspective developed a colonized mindset
that prevented racial progress. After examining the ways that this
psychologically damaged racialized subject provided the ideological
foundation for the Bilingual Education Act (BEA), Flores then examines how
institutionalizing the BEA produced a cadre of Latinx professionals who
were afforded contingent proximity to whiteness in exchange for their
acceptance of deficit framings of Latinx communities.

He goes on to examine the ways that this institutionalization helped pave
the way for neoliberal educational reforms that serve to maintain the
racial status quo. This has culminated in the exponential growth of dual
language education as a commodity for affluent monolingual white families
even as the bilingualism of Latinx communities continue to be pathologized
and policed. Flores concludes by implicating himself as a Latinx
professional working in bilingual education in this political incorporation
and posits the present volume as resistance to the commodification and
weaponization of Latinx bilingualism.
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