Destandardizing the standard (s) : ideological and implementational spaces in preservice teacher education

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New teachers and teacher education programs in the US are expected to be culturally and linguistically responsive to the ever-diversifying demographic landscape of public schools. However, professional and content standards still rely on categories and language conceptions that are rigid, static or, at best, ambiguous, such as "English Language Learners" or "Standard English." This interpretive dissertation engages with this intellectual and practical tension from a dual perspective, Language Anthropology and Language Policy. First, a California policy document (the Teaching Performance Expectations, TPEs) is analyzed to identify language conceptions and their process of textual construction. Then, successive empirical chapters identify how student teachers and teacher preparation instructors endorse and counter linguistic ideologies in order to reappropriate and contextualize the target policy. Ultimately, it is argued that educators can use their agency to construct alternative ideological spaces that encompass dynamic and fluid notions of language. Such "heteroglossic ideological and implementational spaces" (Flores and Schissel, 2013) are emancipatory for both educators and students and sustain the language practices of minoritized populations.


Type of resource text
Form electronic resource; remote; computer; online resource
Extent 1 online resource.
Place California
Place [Stanford, California]
Publisher [Stanford University]
Copyright date 2018; ©2018
Publication date 2018; 2018
Issuance monographic
Language English


Author Muñoz-Muñoz, Eduardo Rafael
Degree supervisor Hakuta, Kenji
Degree supervisor Valdés, Guadalupe
Thesis advisor Hakuta, Kenji
Thesis advisor Valdés, Guadalupe
Thesis advisor Gutiérrez, Kris D
Thesis advisor Rosa, Jonathan
Degree committee member Gutiérrez, Kris D
Degree committee member Rosa, Jonathan
Associated with Stanford University, Graduate School of Education.


Genre Theses
Genre Text

Bibliographic information

Statement of responsibility Eduardo Rafael Muñoz-Muñoz.
Note Submitted to the Graduate School of Education.
Thesis Thesis Ph.D. Stanford University 2018.
Location electronic resource

Access conditions

© 2018 by Eduardo Rafael Munoz-Munoz
This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

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