Abstract
This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).
Topics
Students with Interrupted Formal Education
Home Environment and Language Practices
Family and Community Involvement