The Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes

Authors

  • Steve Daniel Przymus Texas Christian University
  • Gabriel Huddleston Texas Christian University

DOI:

https://doi.org/10.18251/ijme.v23i1.2435

Keywords:

linguistic landscapes, metonymy, raciolinguistics, schoolscapes

Abstract

Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages.  The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018).  This can have a negative impact for culturally and linguistically diverse youth.  In combining critical race media literacy with linguistic landscape research, we uncover a hidden media of raciolinguistic ideologies (Alim, 2016), and confront the hegemony found on some of the most overlooked and under questioned representations of media - signs in schools.

Author Biographies

Steve Daniel Przymus, Texas Christian University

Assistant Professor of Bilingual/Multicultural Education

College of Education

Gabriel Huddleston, Texas Christian University

Assitant Professor of Curriculum Studies

College of Education

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Published

2021-04-30

How to Cite

Przymus, S. D., & Huddleston, G. (2021). The Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes. International Journal of Multicultural Education, 23(1), 67–86. https://doi.org/10.18251/ijme.v23i1.2435

Issue

Section

Articles (Peer-reviewed)