The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and practices.
The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices.
Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes.
Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices.
