This article critically examines raciolinguistic ideologies within dual language bilingual (DLB) education by weaving together the author’s autohistoria-teoría with a reflexive ethnographic case study of a fourth-grade student who also shares a Kiskayenx (Dominican) identity. Raciolinguistic ideologies are examined by juxtaposing the student’s and researcher’s experiences through personal reflections, photos, poems, rap lyrics, interviews, and schoolwork. This juxtaposition brings to light the choques—collisions, contradictions, and tensions that marginalized individuals often experience while navigating oppressive systems. Findings underscore the need to prevent and heal raciolinguistic wounds through anti-colonial, critically conscious DLB education and ongoing critical reflexive practices.

Journal of Racial Justice in Multilingual Education, 2025

https://www.doi.org/10.58117/kj68-8088