Critical Ethnography, Language, Race/ism and Education

Erscheinungsjahr 2022
ISBN: 978-1-78892-869-4
Verlag: Multilingual Matters

Buch, Englisch, 265 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 433 g

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

Autoren/Hrsg.

May, Stephen

Caldas, Blanca

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Forschungsmethodik, Wissenschaftliche Ausstattung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziale Ungleichheit, Armut, Rassismus

Inhaltsverzeichnis

Contributors

Deborah Palmer: Foreword

Stephen May and Blanca Caldas: Introduction: Contextualizing and Reimagining Critical Ethnography in Education

Part 1: Theoret/Methodolog/ical Connections

Chapter 1. Stephen May: Critical Ethnography, Language, Race/ism and In/equity in Education: Charting the Field

Chapter 2. Justin A. Coles: Beyond Silence: Disrupting Antiblackness through BlackCrit Ethnography and Black Youth Voice

Chapter 3. Youmna Deiri: Multilingual Radical Intimate Ethnography

Part 2: Rethinking Reflexivity and Positionality

Chapter 4. Laura C. Chávez-Moreno: Race Reflexivity: Examining the Unconscious for a Critical Race Ethnography

Chapter 5. Idalia Nuñez and Suzanne García-Mateus: Interrogating our Interpretations and Positionalities: Chicanx Researchers as Scholar Activists in Solidarity with our Communities

Chapter 6. Julie S. Byrd Clark: Toward Reflexive Engagement: Critical Ethnography’s Challenge to Linguistic Homogeneity and Binary Relationships

Chapter 7. Randy Clinton Bell, Manuel Martinez and Brenda Rubio: Dialogical Relationships and Critical Reflexivity as Emancipatory Praxis in a Community-Based Educational Program

Part 3: Conflicts, Collaborations and Community

Chapter 8. Teresa L. McCarty: Critical Ethnographic Monitoring and Chronic Raciolinguistic Panic: Problems, Possibilities and Dreams

Chapter 9. Prem Phyak: Unequal Language Policy, Deficit Language Ideology and Social Injustice: A Critical Ethnography of Language Education Policies in Nepal

Chapter 10. Dan Heiman and Michelle Yanes: 'But This Program is Not For Them!': Challenging the Gentrification of Dual Language Bilingual Education Through Critical Ethnography

Chapter 11. Blanca Caldas: Becoming an ‘Avocado’ – Embodied Rescriptings in Bilingual Teacher Education Settings: A Critical Performance Ethnography

Index

Über Autor(innen)

Caldas, Blanca
Blanca Caldas is Associate Professor in Second Language Education and Elementary Education in the College of Education and Human Development at The University of Minnesota Twin Cities, USA. Her research focuses on bilingual education, preservice and in-service bilingual teacher education, minoritized language practices and pedagogies, and critical pedagogy.

May, Stephen
Stephen May is Professor of Education in Te Puna Wananga (School of Maori and Indigenous Education) in the Faculty of Education and Social Work at the University of Auckland, New Zealand. His most recent book is Critical Ethnography and Education: Theory, Methodology and Ethics (2022, Routledge, with Katie Fitzpatrick) Stephen is Editor-in-Chief of the 10-volume Encyclopedia of Language and Education (3rd ed., 2017, Springer), and founding co-editor of the journal Ethnicities (Sage).

Stephen May is Professor of Education in Te Puna Wananga (School of Maori and Indigenous Education) in the Faculty of Education and Social Work at the University of Auckland, New Zealand. His most recent book is Critical Ethnography and Education: Theory, Methodology and Ethics (2022, Routledge, with Katie Fitzpatrick). Stephen is Editor-in-Chief of the 10-volume Encyclopedia of Language and Education (3rd edn, 2017, Springer), and founding co-editor of the journal Ethnicities (Sage).

Blanca Caldas is Associate Professor in Second Language Education and Elementary Education in the College of Education and Human Development at The University of Minnesota Twin Cities, USA. Her research focuses on bilingual education, preservice and in-service bilingual teacher education, minoritized language practices and pedagogies, and critical pedagogy.