Document Type
Paper Presentation
Presenter Language
English
Research Area
Linguistic human rights, Applied linguistics
Location
MBSC Dodge Room 302
Start Date
19-10-2024 9:00 AM
End Date
19-10-2024 9:30 AM
Abstract
Afro-Latinx individuals often experience a lack of recognition within the United States, despite comprising a substantial portion of the population in Latin America, North America, and the Caribbean (García-Louis & Cortes, 2020; Pew Research Center, 2016). Moreover, in the educational curriculum, their portrayal mirrors the broader societal context, as current research reveals that Afro-Latinx individuals are frequently absent or misrepresented in Spanish language textbooks, thus impacting its users (authors, 2022; 2024). In this vein, the present study reechoes the voices of Afro-Latinx for recognition and visibility, emphasizing the urgent need for equitable representation in educational materials.
The study investigates L2 and HL student perceptions regarding the representation of Afro-Latinx individuals in various Spanish language textbooks used within educational contexts. Semi structured interviews were conducted among Spanish language students to gain insight into a range of topics. Topics include how students define an Afro-Latinx, their awareness, and their perceptions of the portrayal (or lack thereof) of Afro-Latinx individuals and culture in their textbooks. In addition, data from authors’ study (2022, 2024) focusing on (mis)representation of Afro-Latinx in Spanish textbooks was used to gain more understanding of students’ perceptions. Findings reveal an overarching need for awareness of who the Afro-latinx individuals are. In addition, findings revealed nuanced perspectives, including themes of marginalization, stereotyping, empowerment, and cultural identity negotiation. Participants highlighted the importance of accurate and diverse representation to combat stereotypes, foster inclusivity, and promote cultural appreciation.
The implications of these findings underscore the significance of incorporating Afro-Latinx perspectives into curricula, media, and institutional policies to create more equitable and inclusive environments within educational settings. These findings contribute to ongoing discussions on diversity, representation, and social justice within academia and broader society.
L2 and HL student perceptions of Afro-Latinx representation in Spanish language curriculum
MBSC Dodge Room 302
Afro-Latinx individuals often experience a lack of recognition within the United States, despite comprising a substantial portion of the population in Latin America, North America, and the Caribbean (García-Louis & Cortes, 2020; Pew Research Center, 2016). Moreover, in the educational curriculum, their portrayal mirrors the broader societal context, as current research reveals that Afro-Latinx individuals are frequently absent or misrepresented in Spanish language textbooks, thus impacting its users (authors, 2022; 2024). In this vein, the present study reechoes the voices of Afro-Latinx for recognition and visibility, emphasizing the urgent need for equitable representation in educational materials.
The study investigates L2 and HL student perceptions regarding the representation of Afro-Latinx individuals in various Spanish language textbooks used within educational contexts. Semi structured interviews were conducted among Spanish language students to gain insight into a range of topics. Topics include how students define an Afro-Latinx, their awareness, and their perceptions of the portrayal (or lack thereof) of Afro-Latinx individuals and culture in their textbooks. In addition, data from authors’ study (2022, 2024) focusing on (mis)representation of Afro-Latinx in Spanish textbooks was used to gain more understanding of students’ perceptions. Findings reveal an overarching need for awareness of who the Afro-latinx individuals are. In addition, findings revealed nuanced perspectives, including themes of marginalization, stereotyping, empowerment, and cultural identity negotiation. Participants highlighted the importance of accurate and diverse representation to combat stereotypes, foster inclusivity, and promote cultural appreciation.
The implications of these findings underscore the significance of incorporating Afro-Latinx perspectives into curricula, media, and institutional policies to create more equitable and inclusive environments within educational settings. These findings contribute to ongoing discussions on diversity, representation, and social justice within academia and broader society.