Pub Date : 2019-01-17DOI: 10.1093/OSO/9780190634728.003.0002
J. Rosa
Chapter 1 focuses on the school administration’s overarching goal of transforming students. It analyzes the contradictions teachers and administrators face as they simultaneously work to validate and transform students’ modes of self-making. The chapter begins by describing the intersectional anxieties surrounding violence, pregnancy, and poverty that are associated with Latinx youth socialization in the Chicago context. It goes on to show how these anxieties are heightened within the context of an open-enrollment neighborhood high school. The chapter argues that the transformation of students into “Young Latino Professionals,” which is formulated as an intersectional mobility project, becomes an ambivalent negotiation that alternately locates the “problem” within the students themselves and outsiders’ perceptions of them.
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Pub Date : 2019-01-17DOI: 10.1093/oso/9780190634728.003.0006
J. Rosa
This chapter analyzes the multiple forms of stigmatization mapped onto students’ English and Spanish language practices and demonstrates some of the complex ways that they attempted to fashion linguistic escape routes from these discriminatory perspectives. Students felt pressured to signal their Spanish language proficiency, but they sought to do so without calling into question their ability to speak “unaccented” English; they were faced with the task of speaking Spanish and English simultaneously without being perceived as possessing an accent. The chapter argues that students combined specific Spanish and English linguistic forms as part of the enregisterment of language and identity in ways that differ from what has been previously described as “Mock Spanish.” This analysis introduces the notion of “Inverted Spanglish” and suggests that it is a racialized index of US Latinx panethnicity and a parodic take on the school-based category of “Young Latino Professional.”
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Pub Date : 2019-01-17DOI: 10.1093/oso/9780190634728.003.0005
J. Rosa
This chapter links the ethnoracial constructions detailed in the first half of the book to an analysis of language ideologies and linguistic practices associated with Latinx identities. It begins by arguing that monolingual ideologies produce a profound transformation in which bilingualism comes to be equated with the category of “Limited English Proficiency.” Meanwhile, students designated as English Language Learners are positioned alongside special education students as second-class educational figures. It shows how this situation can be productively understood in relation to what is described as a racialized ideology of “languagelessness” that positions students as incapable of using any language legitimately. The double stigmatization that results from standardizing forces surrounding English and Spanish demonstrates how ideologies of languagelessness operate in powerful ways to racialize students as inherently linguistically deficient.
{"title":"“They’re Bilingual . . . That Means They Don’t Know the Language”","authors":"J. Rosa","doi":"10.1093/oso/9780190634728.003.0005","DOIUrl":"https://doi.org/10.1093/oso/9780190634728.003.0005","url":null,"abstract":"This chapter links the ethnoracial constructions detailed in the first half of the book to an analysis of language ideologies and linguistic practices associated with Latinx identities. It begins by arguing that monolingual ideologies produce a profound transformation in which bilingualism comes to be equated with the category of “Limited English Proficiency.” Meanwhile, students designated as English Language Learners are positioned alongside special education students as second-class educational figures. It shows how this situation can be productively understood in relation to what is described as a racialized ideology of “languagelessness” that positions students as incapable of using any language legitimately. The double stigmatization that results from standardizing forces surrounding English and Spanish demonstrates how ideologies of languagelessness operate in powerful ways to racialize students as inherently linguistically deficient.","PeriodicalId":240463,"journal":{"name":"Looking like a Language, Sounding like a Race","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126780993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-17DOI: 10.1093/OSO/9780190634728.003.0007
J. Rosa
Chapter 6 demonstrates how students’ literacy skills are not simply erased within the school but also criminalized. Students write their identities in complex ways, highlighting the competing forces that recruit them to signal simultaneously their alignment with and opposition to the school’s project of socialization. Previous analyses of school-based socialization in urban contexts often distinguish between stereotypical “school kids” (who eventually graduate and become upwardly socioeconomically mobile) and “street kids” (who drop out and become part of the racialized American underclass). In contrast, this chapter shows how students in New Northwest High School draw on various literacy practices to signal school kid and street kid identities concurrently.
{"title":"“That Doesn’t Count as a Book, That’s Real Life!”","authors":"J. Rosa","doi":"10.1093/OSO/9780190634728.003.0007","DOIUrl":"https://doi.org/10.1093/OSO/9780190634728.003.0007","url":null,"abstract":"Chapter 6 demonstrates how students’ literacy skills are not simply erased within the school but also criminalized. Students write their identities in complex ways, highlighting the competing forces that recruit them to signal simultaneously their alignment with and opposition to the school’s project of socialization. Previous analyses of school-based socialization in urban contexts often distinguish between stereotypical “school kids” (who eventually graduate and become upwardly socioeconomically mobile) and “street kids” (who drop out and become part of the racialized American underclass). In contrast, this chapter shows how students in New Northwest High School draw on various literacy practices to signal school kid and street kid identities concurrently.","PeriodicalId":240463,"journal":{"name":"Looking like a Language, Sounding like a Race","volume":"17 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116408674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-17DOI: 10.1093/OSO/9780190634728.003.0004
J. Rosa
Shifting from the previous chapter’s analysis of the contested construction of a Latinx ethnoracial category, Chapter 3 demonstrates how emblems of Latinx identity are made recognizable in everyday life. In particular, it focuses on the ways in which qualities attributed to objects, practices, and bodies are mapped onto one another in the contemporary fashioning of a Latinx US ethnoracial category. By analyzing interrelations among forms of emblematicity associated with a range of cultural concepts, from hairstyles, clothing, and language, to food, dance, and music, the chapter tracks the complex semiotic operations that connect the creation Latinx things to the embodiment of Latinx people. These processes allow actors within New Northwest High School to experience and enact Latinx identities. The chapter concludes by pointing to the close relationship between conceptions of Latinx identity and “Spanishness” as a cultural and linguistic quality, laying the groundwork for the second half of the book.
{"title":"“Latino Flavors”","authors":"J. Rosa","doi":"10.1093/OSO/9780190634728.003.0004","DOIUrl":"https://doi.org/10.1093/OSO/9780190634728.003.0004","url":null,"abstract":"Shifting from the previous chapter’s analysis of the contested construction of a Latinx ethnoracial category, Chapter 3 demonstrates how emblems of Latinx identity are made recognizable in everyday life. In particular, it focuses on the ways in which qualities attributed to objects, practices, and bodies are mapped onto one another in the contemporary fashioning of a Latinx US ethnoracial category. By analyzing interrelations among forms of emblematicity associated with a range of cultural concepts, from hairstyles, clothing, and language, to food, dance, and music, the chapter tracks the complex semiotic operations that connect the creation Latinx things to the embodiment of Latinx people. These processes allow actors within New Northwest High School to experience and enact Latinx identities. The chapter concludes by pointing to the close relationship between conceptions of Latinx identity and “Spanishness” as a cultural and linguistic quality, laying the groundwork for the second half of the book.","PeriodicalId":240463,"journal":{"name":"Looking like a Language, Sounding like a Race","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130090417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-17DOI: 10.1093/OSO/9780190634728.003.0003
J. Rosa
Chapter 2 unpacks the school’s project of creating “Young Latino Professionals” by analyzing the construction of Latinx as an ethnoracial category across contexts. The chapter tracks the contradictory ways in which race and ethnicity are conceptualized in the context of New Northwest High School and demonstrates how these contradictions are systematically linked to broader forms of ambivalence surrounding the interrelated processes of racialization and ethnicization. It argues that “Mexican” and “Puerto Rican” are not merely straightforward identities that students bring with them to school; instead, it shows how students respond to the erasure of Mexican–Puerto Rican difference within the school’s project of socialization by twisting and turning these categories through practices characterized as “ethnoracial contortions.”
{"title":"“I heard that Mexicans Are Hispanic and Puerto Ricans Are Latino”","authors":"J. Rosa","doi":"10.1093/OSO/9780190634728.003.0003","DOIUrl":"https://doi.org/10.1093/OSO/9780190634728.003.0003","url":null,"abstract":"Chapter 2 unpacks the school’s project of creating “Young Latino Professionals” by analyzing the construction of Latinx as an ethnoracial category across contexts. The chapter tracks the contradictory ways in which race and ethnicity are conceptualized in the context of New Northwest High School and demonstrates how these contradictions are systematically linked to broader forms of ambivalence surrounding the interrelated processes of racialization and ethnicization. It argues that “Mexican” and “Puerto Rican” are not merely straightforward identities that students bring with them to school; instead, it shows how students respond to the erasure of Mexican–Puerto Rican difference within the school’s project of socialization by twisting and turning these categories through practices characterized as “ethnoracial contortions.”","PeriodicalId":240463,"journal":{"name":"Looking like a Language, Sounding like a Race","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128218288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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