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Countering racist nativism through a liberating pedagogy of praxis 通过解放实践教学法打击种族主义本土主义
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2023-07-26 DOI: 10.1111/aeq.12476
Carlos R. Casanova, Ashley D. Domínguez

This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational dialogue about lived experiences of racist nativism, which cultivated solidarity and a call to action.

本文采用了一个将拉丁批评理论(LatCrit theory)、种族主义原住民主义(racist nativism)和实践解放教学法(LPP)相结合的框架,来研究一个社区青年项目的实践解放教学法是如何抵制拉美裔青年在高中所经历的种族主义原住民主义的。LPP 实践通过创造一个空间,让拉美裔青年在圈子里面对面,就种族主义原住民主义的生活经历进行真实的代际集体对话,从而培养团结精神和行动号召力,挑战种族主义原住民主义。
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引用次数: 0
Teaching through the cloud: An ethnography of the role of cloud-based collaborative technologies in the formation of teachers' classroom practices 通过云进行教学:基于云的协作技术在教师课堂实践中的作用人种学研究
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2023-07-06 DOI: 10.1111/aeq.12471
Ruth Unsworth

Through an examination of ethnographic fieldwork data, this paper explores the ways in which cloud-based collaborative technologies created by Google mediate (Latour 1994) teachers' discussions around, agreement of and enactments of their classroom practices. Bringing together concepts from actor-network theory and literacy studies, this paper argues for greater consideration of the role(s) of increasingly-used technologies in shaping teachers' practices and suggests a framework for exploring this issue further.

本文通过对人种学田野调查数据的研究,探讨了谷歌创建的基于云的协作技术是如何调解(拉图尔,1994 年)教师围绕课堂教学实践的讨论、达成一致意见并付诸实践的。结合行动者网络理论和扫盲研究的概念,本文认为应更多地考虑日益使用的技术在塑造教师实践中的作用,并提出了进一步探讨这一问题的框架。
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引用次数: 0
What Was Said to Me: The Life of Sti'tum'atul'wut, a Cowichan Woman By Ruby Peter, in collaboration with Helene Demers, Victoria, Canada: Royal BC Museum. 2021. pp. 240. 鲁比·彼得与海伦·德默斯合作,加拿大维多利亚:不列颠哥伦比亚省皇家博物馆。2021年,第240页。
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2023-06-13 DOI: 10.1111/aeq.12470
Anara Akhmetova
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引用次数: 0
Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth transronterizo经历中的肮脏关怀:与墨西卡利/墨西哥教师一起走过青春岁月
IF 1.3 4区 教育学 Q2 ANTHROPOLOGY Pub Date : 2023-05-28 DOI: 10.1111/aeq.12465
Jennifer Lee O'Donnell

Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers’ identities formed within distinct sociocultural contexts like the Borderlands and how this can serve education institutions invested in teacher identity work.

许多居住在美国和墨西哥边境附近的教育工作者曾是 "transfronterizo "学生--与两国都有家庭和机构联系的年轻人,他们每天跨越边境到美国学校上学。本研究关注的是这些教师的身份认同是如何在像边境地区这样独特的社会文化背景下形成的,以及这如何服务于致力于教师身份认同工作的教育机构。
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引用次数: 0
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 Q2 ANTHROPOLOGY 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 Q2 ANTHROPOLOGY 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 Q2 ANTHROPOLOGY 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 Q2 ANTHROPOLOGY 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 Q2 ANTHROPOLOGY 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 Q2 ANTHROPOLOGY 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
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