To Be Seen and Heard: Dignity, Language, and Educational Rights in the United States


ACLS Project Development Grants


Teacher Education


Policies and pedagogical practice to support students classified as English Learners in schools often rely on deficit frameworks about bi/multilingual students and on mechanistic language learning paradigms. The proposed study advances more humanistic approaches by combining ethnographic research within a budding Ethnic Studies program with analysis of dignity frameworks across law and philosophy to expand understandings of educational dignity. From this analysis, the work outlines characteristics of dignity-affirming pedagogies and educational policies for English Learners in US schools.