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RaciolinguisticsHow Language Shapes Our Ideas About Race$
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H. Samy Alim, John R. Rickford, and Arnetha F. Ball

Print publication date: 2016

Print ISBN-13: 9780190625696

Published to Oxford Scholarship Online: December 2016

DOI: 10.1093/acprof:oso/9780190625696.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 January 2022

Multiculturalism and Its Discontents

Multiculturalism and Its Discontents

Essentializing Ethnic Moroccan and Roma Identities in Classroom Discourse in Spain

(p.291) 16 Multiculturalism and Its Discontents

Inmaculada M. García-Sánchez

Oxford University Press

For decades, educational institutions in Spain have been at the center of cross-cutting tensions between ideologies of diversity and homogeneity, particularly in relation to increased cultural and linguistic heterogeneity. This chapter examines student-teacher interactions in a multiethnic school in a rural Spanish community. This elementary school stood out for the multicultural tenets of its curriculum, which promoted a spirit of tolerance for the cultural and linguistic heterogeneity of the student body. The ways in which these tenets were realized in actual practice, however, helped perpetuate the image of immigrant and minority children as the Other. In this context, I investigate how teachers play on essentialist notions of Roma and Moroccan immigrant children’s ethnic and cultural identities through a set of interrelated interactional practices, such as the regimentation of students’ narratives during class discussions. I also examine how these children attempt to resist the teachers’ essentialist formulations.

Keywords:   classroom discourse, diversity, multiculturalism, ethnic identity, teacher-student interaction, classroom narratives, Moroccan immigrant children, Roma children, Orientalism, Spain

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