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.
{"title":"Intersecting capitals: Economically and racially minoritized Black and Latino/a students navigating independent high schools and selective postsecondary institutions","authors":"Lois Weis PhD, Kristin Cipollone PhD, Rachel Dominguez PhD","doi":"10.1111/aeq.12464","DOIUrl":"https://doi.org/10.1111/aeq.12464","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71973319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Shifting ground or moving furniture around: Youth participatory action research in Kakuma Refugee Camp","authors":"Michelle J. Bellino","doi":"10.1111/aeq.12463","DOIUrl":"https://doi.org/10.1111/aeq.12463","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71917765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"“Research shows”: Authoritative discourse in dual language bilingual education across two school districts","authors":"Julia Menard-Warwick, Deborah K. Palmer","doi":"10.1111/aeq.12462","DOIUrl":"https://doi.org/10.1111/aeq.12462","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia","authors":"Gabriel Rodriguez","doi":"10.1111/aeq.12461","DOIUrl":"https://doi.org/10.1111/aeq.12461","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71960251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"“Piling on the stress”: Low-income students' experiences in a neoliberal majoritarian university","authors":"Matthew Wolfgram, Nancy Kendall","doi":"10.1111/aeq.12458","DOIUrl":"https://doi.org/10.1111/aeq.12458","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71929400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Conducting online ethnography during COVID-19: Methodological reflections from a kindergarten classroom","authors":"Cory A. Buckband M.Ed.","doi":"10.1111/aeq.12460","DOIUrl":"https://doi.org/10.1111/aeq.12460","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50118284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.”
{"title":"Bureaucratising Social Justice: The reproduction of social inequality through scholarship programs in Nepal","authors":"Uma Pradhan, Todd John Wallenius, Karen Valentin","doi":"10.1111/aeq.12459","DOIUrl":"https://doi.org/10.1111/aeq.12459","url":null,"abstract":"<p>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.”</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71951760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"“Where We Are Within That”: Chuj Sovereignty and Belonging Across Overlapping Settler Borders","authors":"Alexandra Allweiss","doi":"10.1111/aeq.12455","DOIUrl":"https://doi.org/10.1111/aeq.12455","url":null,"abstract":"<p>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.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"A Note from the Editors","authors":"Brendan H. O'Connor, Jill Koyama","doi":"10.1111/aeq.12456","DOIUrl":"https://doi.org/10.1111/aeq.12456","url":null,"abstract":"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.","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50150343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}