Narrative self-constructions of Senator Ralph Yarborough in the 1967 Congressional Hearings on the Bilingual Education Act

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jamie L. Schissel, Assistant Professor of TESOL (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The Bilingual Education Act of 1968 served as an important initiative in meeting some of linguistic needs of language minority students. This piece of legislation has been studied in terms of its content, interpretation and implementation. However, there is little research to explain how it was developed and passed into law and who played an important role in creating and supporting this bill. This paper uses political and linguistic anthropological discourse analytic methods to examine the narrative self-constructions of the co-author and chief sponsor of the bill, Senator Ralph Yarborough. After providing background on the socio-political climate oc¬curring during these hearings, I address two separate research questions. First, I examine how Senator Yarborough constructed spaces where he in¬troduced his self-construction narratives. Then, I analyze the self-construc¬tion narratives in which he presented himself in three distinct roles: edu-cator, traveler and younger self. These narratives within the context of the congressional hearings have created a paradox of power and self-depreca¬tion that characterizes Senator Yarborough’s self-construction narratives.

Additional Information

Working Papers in Educational Linguistics, 24(1), 79-99
Language: English
Date: 2009
Narrative Self-Constructions, Ralph Yarborough, Bilingual Education Act of 1968, Language

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