ABSTRACT
This case study takes place in a school district of the US central west that previously had a long history of bilingual programming to serve its large Latinx student population. However, over the past decade, district administrators (facing pressures to improve test scores) made decisions that favored English-only instruction and undermined the bilingual program. Parents were silenced and ultimately felt the district did not value the cultural and linguistic heritage of their children. This case study examines the journey towards critical consciousness of two Spanish-speaking mothers who advocated for bilingual education in the district. In addition to educators, parents are a critical component when advocating for the longevity and quality of bilingual programs serving their communities, and therefore also benefit from developing critical consciousness. The chapter shares insights into re-thinking approaches to family and community partnerships that center critical consciousness to build solidarity partnerships between families and educators in bilingual education programs.
