A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions.

Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, disrupting a legacy of English-only education. Such contradictions, along with the Southeast’s complex history of racial relations, create tensions and opportunities for DL. Through media content analysis, informed by LatCrit, we examined discourses about DL to determine ways DL is framed and conceived. Findings demonstrate how public discourses perpetuated notions of whom DL should serve, and for what purposes. The discussion identifies spaces of resistance DL supporters can engage to promote democratic, rather than neoliberal, articulations of DL.

The authors explore the intersection of AI and equity in education, presenting a workshop designed for marginalized youth in urban Mexico. This reflective essay stems from their participation in the International Society for Technology in Education’s AI and education course. The lead author, a language education researcher who emphasizes equity in her scholarship, crafted a presentation on AI’s everyday applications for marginalized Mexican youth. Collaborating organically, the co-authors positioned this project as the course’s final collective output, fostering a unique blend of expertise and community engagement. The lead author designed the presentation for an organization with which she has partnered for over a decade, an educational project that supports learning and life skills, rooted in Don Miguel Ruiz’s Four Agreements, for children who live in a community of unofficial housing on the edge of railroad tracks in Cuernavaca, Mexico. The project aimed to bridge the global application of AI to marginalized Mexicans, facilitating a two-hour workshop in Spring 2023. Two additional faculty, technology education researchers, joined the effort to promote computational literacy equitably through culturally relevant pedagogy. They highlight their diverse scholarly backgrounds, positioning themselves as individuals from the margins, and share their motivation for creating a cogent and engaging workshop for the youth. The lead author reports on the unexpectedly rich conversation that unfolded during the workshop, underscoring the potential for AI to be inclusive as society navigates its integration into education.