Abstract
Schools are greatly influenced by what happens outside of the school doors. The social environment influences policies at the federal and state level, which ultimately impact what occurs in the classroom. Inequities that are prevalent in the greater society are reflected in inequities in student achievement and school outcomes. It is important for teachers to understand the sociopolitical context and impact of the broader, societal forces that are prevalent in the twenty-first century on schools.
Students and educators are living in the post-9/11 era where the fear of “terrorists”has influenced our domestic policy about others who are “foreign.” Efforts to “protect” the United States have been focused on militarizing the southern Mexican border despite the entry of more people who are undocumented from Canada (Public Broadcasting Service, 2003). This attempt to exclude people has also influenced views of language. The English Only movement and anti-bilingual initiatives have strengthened their efforts to devalue the linguistic heritage of a growing number of school-age students (Crawford, 2004; Menken, 2008).
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Notes
- 1.
This course is offered in both face-to-face and online formats. For the purposes of this chapter, we focus on the online course sections taught between spring 2005 and spring 2007.
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Dantas-Whitney, M., Mize, K., Waldschmidt, E.D. (2009). Integrating Macro- and Micro-Level Issues in ESOL/Bilingual Teacher Education. In: Groenke, S.L., Hatch, J.A. (eds) Critical Pedagogy and Teacher Education in the Neoliberal Era. Explorations of Educational Purpose, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9588-7_8
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