Belén Hernando-Lloréns’ scholarship, situated at the intersection of critical language and race studies, teacher education, and curriculum studies, addresses ongoing histories of educational exclusion regarding multilingual minoritized children in the U.S. and internationally. Specifically, it examines the production of linguistic and racial diversity as an educational “problem” that elicits different social and pedagogical “solutions” in different historical moments. Her research brings postcolonial, postfoundational, and historical lenses to questions of multilingual education situated not only in the classroom, but in policy, educational sciences, and popular culture.

Belén enjoys working with interdisciplinary graduate students interested in questions of power, racialization, and coloniality across areas, including World Language, Bilin/Pluri/Multigual, elementary, secondary, out of school learning spaces, multicultural, translation, immigrant, and teacher education.

She is currently admitting doctoral students; feel free to reach out via the email above to discuss your research interests.

Dr. Hernando-Lloréns’ current research project takes an historiographical approach to examine how the bilingual child of color emerged as a subject/object of scientific scrutiny and as a subject of educational intervention in the first decades of the 20^th century in the U.S. Belén has received the AERA’s Early Career Award (Critical Issues in Curriculum and Cultural Studies SIG), Outstanding Dissertation Award (Div. B), and Exemplary Work from Promising Scholars Award (Div. D). Her scholarship appears in Harvard Educational Review, Journal of Curriculum Studies, Globalisation, Societies, and Education, or Curriculum Inquiry.

As a certified K-12 public school Spanish and ESL teacher, she taught Spanish and Heritage Spanish at the Middle and High School level in Kansas and has been a teacher educator for more than 10 years.