Schooling as taming wild tongues and bodies

Abstract

Situating the body as a lens of analysis, this article examines how linguistic and ethnic minority children are exposed to discourses of control. In this reflective essay, we share our theorized memories of working with schools and examine how educators, including ourselves, become discursive subjects. Furthermore, we become invested in enacting discourses of control toward linguistic and ethnic minority children through the programs, educational reform mandates, and pedagogies we perform.