On today’s show, Dr. Laura C. Chávez-Moreno joins host Jade Iseri-Ramos to discuss her new book How Schools Make Race: Teaching Latinx Racialization in America. The book profiles a bilingual K-12 program and highlights how schools reinforce Latinx as a radicalized group. At the heart of Chávez-Moreno’s argument is the understanding that race is created to Otherize and oppress groups and that the construction of Latinx as a race serves to situate the group in a racial hierarchy. Chávez-Moreno argues that without intentional anti-racist and anti-race teaching, school programs centered around Latinx culture and Spanish language perpetuate racialization.

Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor at the University of California, Los Angeles, in the Departments of Chicana/o and Central American Studies and Education. She received her PhD from the University of Wisconsin-Madison School of Education in Curriculum and Instruction.
Chávez-Moreno’s research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. Dr. Chávez-Moreno’s research has been recognized with multiple awards, including from the American Educational Research Association (AERA) Division G Social Contexts in Education; AERA Latinx Research Issues Special Interest Group (SIG); AERA Bilingual Education Research SIG; American Association of Hispanics in Higher Education; and National Association of Bilingual Education. Notably, she was a fellow of the 2020–2022 cohort of NCTE Research Foundation’s Cultivating New Voices among Scholars of Color, and she was awarded a 2022 National Academy of Education/Spencer Foundation Postdoctoral Fellowship. Most recently the National Council for Teachers of English awarded the 2023 Alan C. Purves Award to her article in Research in the Teaching of English, “The continuum of racial literacies: Teacher practices countering whitestream bilingual education.”
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