Date of Graduation
Master of Arts (MA)
Dr. Marcos Del Hierro
In this thesis, the author addresses the colonial roots of the secondary writing classroom and the origin of standard academic English which enables strict standardized testing and writing assessment requirements that in-turn incite linguistic violence towards emerging bilingual students. The author frames her study within the framework of April Baker-Bell and Asao B. Inoue through a reflective/reflexive study of her teaching in a ninth grade writing classroom in a primarily Hispanic school district in South Texas, which is assessed by the state of Texas through STAAR. This study seeks to identify instances of linguistic violence being perpetuated in the writing classroom and offers ways in which educators can cultivate linguistic justice for emerging bilingual students through the use of Baker-Bell and Inoue’s work to promote confidence in writing while simultaneously setting students up for success in terms of the stringent requirements of state testing in Texas.
Brown, Desiree L., "Decolonization of the Writing Classroom: Creating Space for Decolonial Theory, Tools, Anti-Racist Pedagogy, and Methods to Improve the Emerging Bilingual Student Experience" (2023). Masters Theses. 6.
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