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Integration as Perpetuation: Learning from Race Evasive Approaches to ESL Program Reform


by Andrew H. Hurie & Rebecca M. Callahan - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 9, 2019, p. 1-38
https://www.tcrecord.org ID Number: 22772, Date Accessed: 11/17/2019 10:22:23 AM
 
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About the Author
  • Andrew Hurie
    The University of Texas at Austin
    E-mail Author
    ANDREW H. HURIE is a doctoral candidate in the Bilingual/Bicultural Education program at The University of Texas at Austin. His research interests focus on the intersections among bilingual education, race, place, political economy, and school privatization policies. His recent writing appears in Language and Education and Íkala, Revista de Lenguaje y Cultura.
  • Rebecca Callahan
    The University of Texas at Austin
    E-mail Author
    REBECCA M. CALLAHAN is an associate professor of Educational Leadership and Policy at The University of Texas at Austin. Her research focuses on the academic, linguistic, civic, and social integration of bilingual EL students in the K-12 schools. Her recent work appears in the American Educational Research Journal, Educational Administration Quarterly, and Journal of School Leadership.
 
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