Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Written specifically for secondary and post-secondary teachers who identify as White, second language learners of Spanish, Spanish So White will support the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Throughout the book, Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers.
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Adam Schwartz is Associate Professor of Language, Culture & Society, Oregon State University, USA. A language teacher who aims to be critically reflective of pedagogy and student experiences, he aspires to follow suit in his research. Adam studies secondary and postsecondary Spanish language education in the US, and in particular the ways in which culture, borders, foreignness, race and privilege are constructed both in and outside classroom spaces.
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