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The Urban Review

, 41:391 | Cite as

Race, Power, and (In)equity Within Two-way Immersion Settings

  • Martin ScanlanEmail author
  • Deborah Palmer
Article

Abstract

Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model can be effective in these regards, we know little about how such schools address other dimensions of diversity, including race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions in the areas of recruitment and retention in two two-way immersion schools.

Keywords

Two-way immersion Traditionally marginalized students Inclusion 

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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.Educational Policy and Leadership, College of EducationMarquette UniversityMilwaukeeUSA
  2. 2.Bilingual/Bicultural EducationUniversity of Texas, AustinAustinUSA

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