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Intersecting capitals: Economically and racially minoritized Black and Latino/a students navigating independent high schools and selective postsecondary institutions 交叉的首都:经济和种族少数的黑人和拉丁裔/a学生在独立高中和选择性中学后教育机构学习
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-04-18 DOI: 10.1111/aeq.12464
Lois Weis PhD, Kristin Cipollone PhD, Rachel Dominguez PhD

We explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non-dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by the authors’ longitudinal qualitative research investigation, as we work to understand individual and collective class and race positioning practices and outcomes post high school.

我们探讨了来自经济边缘化社区的黑人和拉丁裔学生如何利用精英中学的入学率所产生的主导资本,以及非主导家庭和社区资本,来规划他们在大学及以后的中学后生活。在这样做的过程中,我们指出了作者的纵向定性研究调查所提供的可供性,因为我们致力于了解个人和集体的阶级和种族定位实践以及高中后的结果。
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引用次数: 0
Shifting ground or moving furniture around: Youth participatory action research in Kakuma Refugee Camp 搬地或搬家具:Kakuma难民营的青年参与行动研究
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-04-01 DOI: 10.1111/aeq.12463
Michelle J. Bellino

This reflection is drawn from a youth participatory action research (YPAR) collaboration set in Kakuma Refugee Camp in Kenya. It explores the ways youth co-researchers employed YPAR tools to both critique and uphold their limited educational opportunity structure. It also questions the limits of transformative methodologies that embolden young people to critique the structures that govern their lives, especially for stateless peoples whose survival depends on continued access to those same structures.

这一反思源于在肯尼亚卡库马难民营开展的青年参与行动研究(YPAR)合作。它探讨了青年联合研究人员如何使用YPAR工具来批评和维护他们有限的教育机会结构。它还质疑变革方法的局限性,这些方法鼓励年轻人批评管理他们生活的结构,尤其是对于无国籍人来说,他们的生存取决于能否继续使用这些结构。
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引用次数: 0
“Research shows”: Authoritative discourse in dual language bilingual education across two school districts “研究秀”:两个学区双语教育的权威话语
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-03-26 DOI: 10.1111/aeq.12462
Julia Menard-Warwick, Deborah K. Palmer

In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish-speaking families. While educators in both districts commonly cited “the research” to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictions within DLBE that are often obscured by advocacy imperatives.

在这篇文章中,我们综合了来自美国学区的两项研究的民族志数据,这两项研究正在实施双语教育(DLBE)项目,以纠正西班牙语家庭学生的标准化考试成绩。虽然这两个地区的教育工作者通常引用“研究”来证明DLBE的实施是合理的,但我们对当地研究话语的民族志探索突出了DLBE内部的一些意识形态矛盾,这些矛盾往往被宣传的必要性所掩盖。
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引用次数: 0
Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia 使大学入学变得复杂:了解郊区拉丁裔青年的顺从和抵抗
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-03-12 DOI: 10.1111/aeq.12461
Gabriel Rodriguez

This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices.

这项定性研究考察了学术学者计划中拉丁裔青年和主要是白人工作人员的经历,该计划是一项在富裕的郊区高中开展的大学入学计划。在批判性种族理论和批判性白人研究的指导下,研究结果强调了拉丁裔青年和工作人员面临的限制,以及他们如何抵制同化做法。
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引用次数: 0
“Piling on the stress”: Low-income students' experiences in a neoliberal majoritarian university “压力重重”:低收入学生在新自由主义多数派大学的经历
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-03-03 DOI: 10.1111/aeq.12458
Matthew Wolfgram, Nancy Kendall

The United States is experiencing state disinvestment from higher education and significant wealth inequality. This article documents how low-income college students both experience and attempt to manage these contexts in their daily lives at a public flagship university in the American Midwest. We theorize these experiences as forms of precarity entailed by a culture and institutional form that we describe as the neoliberal majoritarian university (NMU). We argue that the concepts of precarity and of NMU provide a more robust framework for conceptualizing the consequences of college-going for low-income students than do conventional discourses of social mobility, college affordability, or student stress.

美国正经历着国家对高等教育的撤资和严重的财富不平等。这篇文章记录了低收入大学生在美国中西部一所公立旗舰大学的日常生活中是如何体验和尝试管理这些环境的。我们将这些经历理论化为一种文化和制度形式所带来的不稳定形式,我们称之为新自由主义多数主义大学(NMU)。我们认为,与社会流动性、大学负担能力或学生压力的传统论述相比,不稳定和NMU的概念为低收入学生上大学的后果提供了一个更有力的概念框架。
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引用次数: 0
Conducting online ethnography during COVID-19: Methodological reflections from a kindergarten classroom 新冠肺炎期间开展在线民族志:来自幼儿园课堂的方法论反思
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-03-02 DOI: 10.1111/aeq.12460
Cory A. Buckband M.Ed.

In this reflection, I contextualize my own experiences conducting educational ethnography in a synchronous online kindergarten classroom during the COVID-19 pandemic. I highlight how conducting research in online classrooms transforms ethnographic research methodologies and concepts such as the field site. I offer four suggestions, derived from my experiences and guided by an un-sited approach to this hybrid online field site, to conceptualize a more fluid approach for studying online schooling in general.

在这篇反思中,我将自己在新冠肺炎大流行期间在同步在线幼儿园课堂上进行教育民族志的经历背景化。我强调了在网上课堂上进行研究是如何改变民族志研究方法和概念的,比如实地网站。我从我的经验中提出了四条建议,并在这个混合在线现场网站的非现场方法的指导下,为学习在线教育概念化一种更灵活的方法。
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引用次数: 0
Bureaucratising Social Justice: The reproduction of social inequality through scholarship programs in Nepal 官僚主义的社会正义:通过尼泊尔的奖学金项目再现社会不平等
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-03-01 DOI: 10.1111/aeq.12459
Uma Pradhan, Todd John Wallenius, Karen Valentin

This article draws on ethnographic data on the distribution of scholarship programs at two Nepali state-run schools. Anchored in the cross-field of educational anthropology and the anthropology of bureaucracy, this article examines schools not just as sites of learning but as institutions that control and regulate access through bureaucratized mechanisms. We draw attention to scholarship processes as inherently selective and requiring social and cultural capital, thus leading to what we term “the bureaucratization of social justice.”

本文引用了两所尼泊尔公立学校奖学金项目分布的民族志数据。本文立足于教育人类学和官僚主义人类学的交叉领域,研究了学校不仅是学习场所,而且是通过官僚主义机制控制和规范入学的机构。我们提请注意学术过程本身就具有选择性,需要社会和文化资本,从而导致我们所说的“社会正义的官僚化”
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引用次数: 0
“Where We Are Within That”: Chuj Sovereignty and Belonging Across Overlapping Settler Borders “我们在其中的位置”:楚伊主权和跨越重叠的定居者边界的归属
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-01-24 DOI: 10.1111/aeq.12455
Alexandra Allweiss

This article centers two “zones of sovereignty” that Maya Chuj youth organizers and educators in Guatemala and the United States created from within and across nation-states and settler colonial projects. It highlights how these spaces supported Chuj young people and educators as they navigated and (re)imagined relationality and belonging across transnational and diaspora spaces in ways that refused and challenged settler colonial and imperialist nation-state logics and boundaries.

本文以危地马拉和美国的Maya Chuj青年组织者和教育工作者从民族国家内部和跨民族国家以及定居者殖民项目创建的两个“主权区”为中心。它强调了这些空间是如何支持楚伊年轻人和教育工作者的,因为他们在跨国和散居空间中导航和(重新)想象关系和归属,拒绝并挑战定居者殖民主义和帝国主义民族国家的逻辑和边界。
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引用次数: 1
Schools under siege: The impact of immigration enforcement on educational equity. Patricia Gándara and Jongyeon Ee, eds. Cambridge, MA: Harvard Education Press, 2021, 215 pp. 被围困的学校:移民执法对教育公平的影响。Patricia Gándara和Jongyeon Ee编辑。马萨诸塞州剑桥:哈佛教育出版社,2021,215页。
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-01-24 DOI: 10.1111/aeq.12457
Lisa López-Escobar, Sophia Rodriguez
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引用次数: 7
A Note from the Editors 编者按
IF 1.3 4区 教育学 Q1 Social Sciences Pub Date : 2023-01-13 DOI: 10.1111/aeq.12456
Brendan H. O'Connor, Jill Koyama
We are pleased to present this special issue, the first under our editorial tenure at the University of Pennsylvania, featuring a set of articles collected by Joanne Larson and Nancy Ares of the University of Rochester and Kevin O’Connor of the University of Colorado. The issue explores the struggles, tensions, successes, and failures of a major community change initiative in a historically underserved urban community. The articles describe the multiyear ethnographic study of this initiative that Larson, Ares, O’Connor, and colleagues undertook in collaboration with community participants. The initiative was an ambitious one, seeking to coordinate efforts by the school district and individual schools, community and social service agencies, churches and nonprofit organizations, and business and local government, toward a goal of improving schooling and learning outcomes for children and youth. The guest editors and contributing authors analyze the various dimensions of the complex community change process, focusing on the tensions that arose and ultimately impeded accomplishment of the objectives. Of particular interest is their account of how community members lost agency and voice over the course of the community change planning process. As is true for every article published in AEQ, each contribution in this special issue was peer reviewed by at least three anonymous external reviewers, and the issue as a whole also underwent anonymous peer review. We thank guest editors Larson, Ares, and O’Connor for conceptualizing and guiding the issue through the review and revision process. We hope that AEQ readers will, as we did, find the stories told here not just troubling but also illuminating in the ongoing quest for meaningful social change and educational futures for underserved urban children and youth.
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引用次数: 1
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Anthropology & Education Quarterly
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