Critical Ethnography, Language, Race/ism and Education

Stephen May is Professor of Education in Te Puna Wānanga (School of Māori 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.

In their timely, highly engaging collection, May and Caldas bring together theoretically informed and empirically grounded critical ethnographic studies from a range of educational contexts in the US and elsewhere by internationally recognized scholars. A must-read for all interested in advancing understandings of language, race, and (in)equality in education.

• ContributorsDeborah Palmer: ForewordStephen May and Blanca Caldas: Introduction: Contextualizing and Reimagining Critical Ethnography in EducationPart 1: Theoret/Methodolog/ical ConnectionsChapter 1. Stephen May: Critical Ethnography, Language, Race/ism and In/equity in Education: Charting the FieldChapter 2. Justin A. Coles: Beyond Silence: Disrupting Antiblackness through BlackCrit Ethnography and Black Youth VoiceChapter 3. Youmna Deiri: Multilingual Radical Intimate EthnographyPart 2: Rethinking Reflexivity and Positionality Chapter 4. Laura C. Chávez-Moreno: Race Reflexivity: Examining the Unconscious for a Critical Race EthnographyChapter 5. Idalia Nuñez and Suzanne García-Mateus: Interrogating our Interpretations and Positionalities: Chicanx Researchers as Scholar Activists in Solidarity with our CommunitiesChapter 6. Julie S. Byrd Clark: Toward Reflexive Engagement: Critical Ethnography’s Challenge to Linguistic Homogeneity and Binary RelationshipsChapter 7. Randy Clinton Bell, Manuel Martinez and Brenda Rubio: Dialogical Relationships and Critical Reflexivity as Emancipatory Praxis in a Community-Based Educational ProgramPart 3: Conflicts, Collaborations and Community Chapter 8. Teresa L. McCarty: Critical Ethnographic Monitoring and Chronic Raciolinguistic Panic: Problems, Possibilities and DreamsChapter 9. Prem Phyak: Unequal Language Policy, Deficit Language Ideology and Social Injustice: A Critical Ethnography of Language Education Policies in NepalChapter 10. Dan Heiman and Michelle Yanes: 'But This Program is Not For Them!': Challenging the Gentrification of Dual Language Bilingual Education Through Critical EthnographyChapter 11. Blanca Caldas: Becoming an ‘Avocado’ – Embodied Rescriptings in Bilingual Teacher Education Settings: A Critical Performance EthnographyIndex