SUNY series, Power, Social Identity, and Education – serie

Examines the ways in which cultural practices and knowledges are produced in and out of schools around the world.Eleven historical-ethnographic case studies examine the social and cultural projects of modern schools, and the contestations, dramatic and not, that emerge in and around and against them. These case studies, ranging from Taiwan to South Texas, build upon an original joining of anthropology, critical education theory, and cultural studies. The studies advance the concept of cultural production as a way of understanding the dynamics of power and identity formation underlying different forms of "education." Using the concept of the "educated person" as a culture-specific construct, the authors examine conflicts and points of convergence between cultural practices and knowledges that are produced in and out of schools.

This book traces the experiences of young French and Algerian women students in a Parisian vocational school-how they negotiate their class, gender, and ethnic/racial identities in relation to school, family, romance, and future work in a changing and unpromising economy. Drawn from classroom observations and personal interviews, the book provides a theoretical framework for analyzing the complex network of cultural and historical discourses, limitations, and expectations that form the students' present lives and future outlook.The author links the micro and macro levels of her analysis by grounding her study in the nature of the French school, the discursive boundaries of French society, and the volatile French economy. The book contributes to an overall understanding of the processes of identity formation; class, race/ethnicity, and gender intersections; and women's responses to schooling and education.

Delves into the lives and words of adolescents to examine how they assert their ethnic and racial identities within school settings.Making and Molding Identity in Schools delves into the lives of adolescents to examine how youths assert ethnic and racial identities in the face of policies, discourses, and practices that work both to reproduce and challenge social categories. Detailed case studies illuminate adolescent voices and perspectives, revealing that identity and academic engagement emanate not just from societal and cultural forces, but also from ordinary, day to day interactions and experiences within school settings. Drawing on contemporary social theory, the author emphasizes the political and relational nature of race and ethnicity, and illustrates the potential for identities and ideologies to vary over time and across school settings. The book provides a needed expansion of theories that link youth identities and ideologies solely to cultural, economic and political forces, and provides insight into settings that allow students to engage without discarding their ethnic and racial selves.

Dedicated to a better understanding of the diversity of children being taught in American public schools, this book includes the experiences of groups (e.g. Haitians, Dominicans, Indians, and Vietnamese) not often represented even in the multicultural education literature. It also includes the experiences of often marginalized groups such as lesbians and gays, Appalachians, and white working class males.Most contemporary work on education that takes into account differences among students in schools in the United States focuses on African American and white students, rather than recognizing the complexity of the current population. Beyond Black and White opens a discussion of diversity that goes beyond the notion that white or black can be looked at as any kind of homogeneous groupings. While numerous studies focus on the ways in which schools privilege some groups of children and marginalize others, such work tends to construe differences along a narrowly constructed black-white dichotomy. Beyond Black and White forces the reader to abandon this construction.The book encourages the centering of voices often not heard, even in volumes whose aim it is to center historically silenced voices. The contributors probe the experiences of "Familiar Minorities," such as African Americans, native Americans, and Mexican Americans, as well as those among "Newcomers," such as Haitians, Dominicans, Indians, Salvadorians, and Vietnamese. In the final section, "Other Minorities" are encountered—groups struggling for recognition such as lesbians and gays, Appalachians, and white working class males. This interdisciplinary volume stands as vivid testimony to the myriad of voices in today's schools.

An insightful, and often surprising, look at adolescent girls' socialization in a historically elite, private, single-sex high school.Research conducted in schools over the past two decades has found that youth shape who they are in ways that do not simply mirror class, race, and gender discourses organizing life in schools. Instead, educators have learned that youth play active roles in shaping who they are on a daily basis, challenging dominant meanings and practices as they move through school. New insights in these directions now compel those in educational circles to talk differently about youth identity formation than they did nearly two decades ago. While sound research on male identity formation in educational contexts has illustrated boys' socialization processes in school, there still is much to learn about girls' social lives and meaning-making processes, particularly in the relatively unexplored arenas of private education and single-sex schooling.Probing beneath the surface, this book explores one year in the lives of thirty-four adolescent girls in Best Academy, a historically elite, private, single-sex high school, as female students construct their identities in an educational context. Through the eyes of these students, we find that the private school is less of a homogenous and stable culture along class and race lines than educators have understood it to be. School officials and parents interact with these adolescent girls to weave a story of complex and contradictory moments of meaning making as youth work hard at figuring out who they are becoming as raced, classed, and gendered individuals in the context of institutional and structural change.

Summarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami.Based on a three-year study of the National Science Foundation's Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement.Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture.

Summarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami.Based on a three-year study of the National Science Foundation's Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement.Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture.

Looks at the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy.Winner of the 2007 Critics' Choice Award presented by the American Educational Studies AssociationLate to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.

A stimulating comparative examination of the educational ramifications of cultural identity, with implications for public policy.The relationship between ethnic identity and power has important consequences in a modern world that is changing rapidly through global immigration trends. Studies of ethnic/racial conflict of ethnic identity and power become necessarily studies of political power, social status, school achievement, and allocation of resources. The recognition of power by an ethnic group, however, creates a competition for control and a rivalry for power over public arenas, such as schools.In this context this book provides interesting and important insights into the dilemmas faced by immigrants and members of ethnic groups, by school personnel, and by policy makers. The first part of the book consists of comparative studies of ethnic identity. The second part focuses directly on some of the lessons learned from social science research on ethnic identification and the critical study of equity, with its implications for pedagogy. An interdisciplinary group of scholars offers profoundly honest and stimulating accounts of their struggles to decipher self-identification processes in various political contexts, as well as their personal reflections on the study of ethnicity.A powerful message emerges that invites reflection about self-identification processes, and that allows a deeper understanding of the empowering consequences of a clear and strong personal, cultural, ethnic, and social identity. These pages offer a keen grasp of the undeniable political contexts of education.

An insightful, and often surprising, look at adolescent girls' socialization in a historically elite, private, single-sex high school.Research conducted in schools over the past two decades has found that youth shape who they are in ways that do not simply mirror class, race, and gender discourses organizing life in schools. Instead, educators have learned that youth play active roles in shaping who they are on a daily basis, challenging dominant meanings and practices as they move through school. New insights in these directions now compel those in educational circles to talk differently about youth identity formation than they did nearly two decades ago. While sound research on male identity formation in educational contexts has illustrated boys' socialization processes in school, there still is much to learn about girls' social lives and meaning-making processes, particularly in the relatively unexplored arenas of private education and single-sex schooling.Probing beneath the surface, this book explores one year in the lives of thirty-four adolescent girls in Best Academy, a historically elite, private, single-sex high school, as female students construct their identities in an educational context. Through the eyes of these students, we find that the private school is less of a homogenous and stable culture along class and race lines than educators have understood it to be. School officials and parents interact with these adolescent girls to weave a story of complex and contradictory moments of meaning making as youth work hard at figuring out who they are becoming as raced, classed, and gendered individuals in the context of institutional and structural change.

A vivid ethnography of a group of students training to become schoolteachers in Bolivia and the challenges they face as they try to maintain their indigenous identity.This vivid ethnography of Bolivian students explores the challenges they confront as they try to maintain their indigenous identity. In examining how the concrete practices of schooling shape student identities, this book looks at how the discourses and texts produced by students themselves are appropriated toward this end, and how students mobilize their own cultural resources to contest this process, critiquing and subtly transforming the agenda of state-run education. These issues are addressed as they are played out in the lives of young Native South Americans (Aymaras) studying to become rural schoolteachers in Bolivia, the poorest and most "indigenous" of all Latin American countries. It is a vivid ethnographic account of how these students confront the assaults which their professional training wages against their indigenous identity, as they alternately absorb and contest the ethnic, class, and gender images meant to transform them from "Aymara Indians" into "Bolivian citizens."

A vivid ethnography of a group of students training to become schoolteachers in Bolivia and the challenges they face as they try to maintain their indigenous identity.This vivid ethnography of Bolivian students explores the challenges they confront as they try to maintain their indigenous identity. In examining how the concrete practices of schooling shape student identities, this book looks at how the discourses and texts produced by students themselves are appropriated toward this end, and how students mobilize their own cultural resources to contest this process, critiquing and subtly transforming the agenda of state-run education. These issues are addressed as they are played out in the lives of young Native South Americans (Aymaras) studying to become rural schoolteachers in Bolivia, the poorest and most "indigenous" of all Latin American countries. It is a vivid ethnographic account of how these students confront the assaults which their professional training wages against their indigenous identity, as they alternately absorb and contest the ethnic, class, and gender images meant to transform them from "Aymara Indians" into "Bolivian citizens."

This in-depth look at a diverse group of young women at an alternative high school illuminates issues of race, class, gender, and identity formation, and shows the enormous power of schools to re-orient young women from school failure to success.This book examines the variations in the constitution of female gender in a group of young working class women of African American, Latina, U.S., Puerto Rican, and white European backgrounds who are enrolled in an alternative high school for students at risk of academic failure. It then analyzes the school processes that impact on the shaping of the young women's gender identities and provides evidence that female gender identity among various racial or ethnic backgrounds can be very dissimilar. It also illustrates the enormous power of schools to re-orient young women who have previous experiences of academic failure to view education as crucial to attaining their future goals.

This in-depth look at a diverse group of young women at an alternative high school illuminates issues of race, class, gender, and identity formation, and shows the enormous power of schools to re-orient young women from school failure to success.This book examines the variations in the constitution of female gender in a group of young working class women of African American, Latina, U.S., Puerto Rican, and white European backgrounds who are enrolled in an alternative high school for students at risk of academic failure. It then analyzes the school processes that impact on the shaping of the young women's gender identities and provides evidence that female gender identity among various racial or ethnic backgrounds can be very dissimilar. It also illustrates the enormous power of schools to re-orient young women who have previous experiences of academic failure to view education as crucial to attaining their future goals.

A poignant study of how a group of poor white urban youth find respite from poverty, violence, and racism in a local community center.This book considers how impoverished youth living in a deindustrialized urban neighborhood struggle to make sense of their lives in today's economy. Using participant observation and in-depth interviews with a group of eighteen white middle school girls and boys who walk each day from their multi-ethnic bilingual school to the historically white/Irish community center, the author discovered that the poor white youth are experiencing lives saturated with domestic violence and marked by a strong sense of racism. She also found that the youth position the community center as a space in which they feel a sense of safety, belonging, and importance. But upon closer examination, the community center can also be seen as a literal white "construction site," where the scaffolding that supports and sustains white supremacist ideology is produced and encouraged within children, within the neighborhood, across communities, and across generations.

A poignant study of how a group of poor white urban youth find respite from poverty, violence, and racism in a local community center.This book considers how impoverished youth living in a deindustrialized urban neighborhood struggle to make sense of their lives in today's economy. Using participant observation and in-depth interviews with a group of eighteen white middle school girls and boys who walk each day from their multi-ethnic bilingual school to the historically white/Irish community center, the author discovered that the poor white youth are experiencing lives saturated with domestic violence and marked by a strong sense of racism. She also found that the youth position the community center as a space in which they feel a sense of safety, belonging, and importance. But upon closer examination, the community center can also be seen as a literal white "construction site," where the scaffolding that supports and sustains white supremacist ideology is produced and encouraged within children, within the neighborhood, across communities, and across generations.

Uses case study narratives of marginalized adults in evaluating the move from welfare to work.Working at the Margins describes and analyzes the move, from welfare rolls to paid employment, of adults who were marginalized from the mainstream by race, ethnicity, language, and economic status. Frances Julia Riemer utilizes ethnographic data gathered over two years from four workplaces that employed thirty seven former welfare recipients. She examines how the private sector accommodates these workers and their differences and how the workers themselves negotiate the barriers they experience. The book illustrates how government policies and adult-education initiatives, designed ostensibly to create opportunities, often reify existing inequalities.

Uses case study narratives of marginalized adults in evaluating the move from welfare to work.Working at the Margins describes and analyzes the move, from welfare rolls to paid employment, of adults who were marginalized from the mainstream by race, ethnicity, language, and economic status. Frances Julia Riemer utilizes ethnographic data gathered over two years from four workplaces that employed thirty seven former welfare recipients. She examines how the private sector accommodates these workers and their differences and how the workers themselves negotiate the barriers they experience. The book illustrates how government policies and adult-education initiatives, designed ostensibly to create opportunities, often reify existing inequalities.

For modern urban South African youth, the concept of "race" persists and falters.As apartheid crumbled in South Africa, racial identity was thrown into question. Based on a year-long ethnographic study of a multiracial high school in Durban, this book explores how youth make meaning of the still powerful, yet changing, idea of race. In a world saturated with media images and global commodities, fashion and music become charged, polarized racial identifiers. As youth engage with this world, race simultaneously persists and falters, providing us with a glimpse into the future of race both within South Africa and throughout urban youth cultures worldwide.

For modern urban South African youth, the concept of "race" persists and falters.As apartheid crumbled in South Africa, racial identity was thrown into question. Based on a year-long ethnographic study of a multiracial high school in Durban, this book explores how youth make meaning of the still powerful, yet changing, idea of race. In a world saturated with media images and global commodities, fashion and music become charged, polarized racial identifiers. As youth engage with this world, race simultaneously persists and falters, providing us with a glimpse into the future of race both within South Africa and throughout urban youth cultures worldwide.

Advocates for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices.Winner of the 2006 Edward Fry Book Award presented by the National Reading Conference The voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and "silent" power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents.

Advocates for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices.Winner of the 2006 Edward Fry Book Award presented by the National Reading Conference The voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and "silent" power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents.

Examines the effects of schooling on young people's values, choices, and identities.Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more than 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.

Examines the effects of schooling on young people's values, choices, and identities.Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more than 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.