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Preparation, Pedagogy, Policy, and Power: Brown, the King Case, and the Struggle for Equal Language Rights


by Arnetha F. Ball & H. Samy Alim — 2006

This chapter discusses what needs to happen now—with more deliberate speed—as we reflect on the years since these two cases were decided and their impact on language education in the United States. In our view, three major action points should be placed high on the language education agenda for the next half-century: the development and implementation of (1) inclusive, comprehensive, systemic reform in language education policy; (2) critical language pedagogies; and (3) teacher preparation programs in language and literacy education.


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This article originally appeared as NSSE Yearbook Vol 105. No. 2.


Cite This Article as: Teachers College Record Volume 108 Number 14, 2006, p. 104-124
http://www.tcrecord.org ID Number: 18545, Date Accessed: 10/22/2017 8:04:43 AM

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About the Author
  • Arnetha Ball
    Stanford University
    E-mail Author
    ARNETHA F. BALL is Associate Professor of Education at Stanford University. Her research focuses on writing and writing instruction and the preparation of teachers to work with poor, marginalized, and underachieving students.
  • H. Samy Alim
    University of California, Los Angeles
    E-mail Author
    H. SAMY ALIM is an Assistant Professor in UCLA’s Department of Anthropology and author of Roc the Mic Right: The Language of Hip Hop Culture (2006) and You Know My Steez (2004). His research interests include language and race, global Hip Hop Culture, and diversifying approaches to language and literacy development.
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