Critical Ethnography, Language, Race/ism and Education

Description

Provides cutting edge critical ethnographic accounts that address the links between language and race/ism within education

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.

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

Sujets

• Minority Studies
• Ethnic Studies
• Social Science
• EDUCATION
• Sociologie, société et politique
• Tubo de rayos catódicos
• Indigenous education
• Linguistics
• Philosophy
• Critical ethnography
• Multilingualism
• Anti-racism
• Professional
• K?12 (education)
• Language education
• Postgraduate education
• Ethnography
• General officer
• Bilingual education
• General
• Research
• Postgraduate
• CRT
• Discrimination

Informations

• Publié par: Channel View Publications
• Date de parution: 22 novembre 2022
• Nombre de lectures: 0
• EAN13: 9781788928724
• Langue: English

Extrait

Critical Ethnography, Language, Race/ism and Education
LANGUAGE, EDUCATION AND DIVERSITY
Series Editors : Stephen May , University of Auckland, New Zealand, Teresa L. McCarty , University of California, USA , Constant Leung , King’s College London, UK and Serafín M. Coronel-Molina , Indiana University Bloomington, USA
The Language, Education and Diversity series aims to publish work at the intersections of language policy, language teaching and bilingualism/multilingualism, with a particular focus on critical, socially-just alternatives for minoritised students and communities. The series is interdisciplinary, drawing on scholarship from language policy, language education, sociolinguistics, applied linguistics, linguistic anthropology and the sociology of language, including work in raciolinguistics and translingualism. We welcome a variety of methodological approaches, although critical ethnographic accounts are of particular interest.
Topics covered by the series include:
• Bilingual and Multilingual Models of Education
• Indigenous Language Education
• Multicultural Education
• Community-based Education
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
Critical Ethnography, Language, Race/ism and Education

Edited by Stephen May and Blanca Caldas
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/MAY8700
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: May, Stephen, editor. | Caldas, Blanca, editor.
Title: Critical Ethnography, Language, Race/ism and Education /Edited by Stephen May and Blanca Caldas.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2022. | Series: Language, Education and Diversity: 2 | Includes bibliographical references and index. | Summary: “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 chapters draw on a range of critical theoretical perspectives and address significant methodological questions”—Provided by publisher.
Identifiers: LCCN 2022030563 (print) | LCCN 2022030564 (ebook) | ISBN 9781788928700 (hardback) | ISBN 9781788928694 (paperback) | ISBN 9781788928717 (pdf) | ISBN 9781788928724 (epub)
Subjects: LCSH: Educational anthropology. | Critical ethnography. | Racism in education. | Language and languages.
Classification: LCC LB45 .C75 2022 (print) | LCC LB45 (ebook) | DDC 306.43—dc23/eng/20220812
LC record available at https://lccn.loc.gov/2022030563
LC ebook record available at https://lccn.loc.gov/2022030564
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-870-0 (hbk)
ISBN-13: 978-1-78892-869-4 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Stephen May, Blanca Caldas and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Deanta Global Publishing Services, Chennai, India.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
Foreword
Introduction: Contextualizing and Reimagining Critical Ethnography in Education
Stephen May and Blanca Caldas
Part 1: Theoret/Methodolog/ical Connections
1 Critical Ethnography, Language, Race/ism and In/equity in Education: Charting the Field
Stephen May
2 Beyond Silence: Disrupting Antiblackness through BlackCrit Ethnography and Black Youth Voice
Justin A. Coles
3 Multilingual Radical Intimate Ethnography
Youmna Deiri
Part 2: Rethinking Reflexivity and Positionality
4 Race Reflexivity: Examining the Unconscious for a Critical Race Ethnography
Laura C. Chávez-Moreno
5 Interrogating Our Interpretations and Positionalities: Chicanx Researchers as Scholar Activists in Solidarity with Our Communities
Idalia Nuñez and Suzanne García-Mateus
6 Toward Reflexive Engagement: Critical Ethnography’s Challenge to Linguistic Homogeneity and Binary Relationships
Julie S. Byrd Clark
7 Dialogical Relationships and Critical Reflexivity as Emancipatory Praxis in a Community-Based Educational Program
Randy Clinton Bell, Manuel Martinez and Brenda Rubio
Part 3: Conflicts, Collaborations and Community
8 Critical Ethnographic Monitoring and Chronic Raciolinguistic Panic: Problems, Possibilities and Dreams
Teresa L. McCarty
9 Unequal Language Policy, Deficit Language Ideology and Social Injustice: A Critical Ethnography of Language Education Policies in Nepal
Prem Phyak
10 ‘But This Program is Not For Them!’: Challenging the Gentrification of Dual Language Bilingual Education through Critical Ethnography
Dan Heiman and Michelle Yanes
11 Becoming an ‘Avocado’ – Embodied Rescriptings in Bilingual Teacher Education Settings: A Critical Performance Ethnography
Blanca Caldas
Index
Contributors
Randy Clinton Bell is an assistant professor of bilingual/ESL education at the University of North Texas, Dallas, Texas. A national board-certified, former bilingual elementary school teacher, Randy’s research considers bilingualism in education broadly, with specific attention to how teachers’ and students’ languaging practices intersect within colonizing, racial, class and gender subjectivities. Randy’s service and research also focuses on linguistically and culturally sustaining, community-based, educational initiatives and partnerships with public schooling.
Julie S. Byrd Clark is professor of language and Indigenous education at the Faculty of Education of Western University, Ontario, Canada. She is an internationally recognized applied linguist with expertise in the domains of critical sociolinguistics, bi/multilingual education, didactique du français, language planning/policy, discourse analysis, Indigenous epistemologies and postmodern, transdisciplinary and ecopsychological approaches for the study of language, communication, teaching and learning.
Blanca Caldas is a transnational Latina scholar of Quechuan descent and an associate professor at the University of Minnesota, Twin Cities, Minneapolis, Minnesota. Her research focuses on bilingual teacher education, minoritized language practices and critical pedagogy. She presents her work in local, national and international conferences, including ethnographic performances of her work. Her work is published in both English and Spanish.
Laura C. Chávez-Moreno is an assistant professor at the University of California-Los Angeles (UCLA) César E. Chávez Department of Chicana/o and Central American Studies. Her research has won awards from the American Association of Hispanics in Higher Education and from three different special interest groups of the American Educational Research Association. Her research agenda seeks to (a) understand the practices of teachers of underserved populations of students, especially Latinxs; and (b) demonstrate possibilities and successes in teacher practices that support an education for self-determination. Some of her work has been published in the Handbook of Latinos & Education (2nd edn), American Educational Research Journal and Journal of Teacher Education and is forthcoming in Educational Researcher and Research in the Teaching of English .
Justin A. Coles is an assistant professor of social justice education in the Department of Student Development at the University of Massachusetts, Amherst College of Education. Within the college, Dr Coles serves as the director of arts, culture and political engagements at the Center of Racial Justice and Youth Engaged Research. His research agenda converges at the intersections of critical race studies, urban education, language and literacy and Black studies. Specifically, he is committed to using critical race frameworks and methodologies to learn from and with the liberatory language and literacy practices that urban youth are engaged in, and how these practices serve as analytics in addressing and countering oppressive sociostructural regimes within US schooling and society. He serves as co-editor-in-chief for Equity & Excellence in Education .
Youmna Deiri is an assistant professor at the College of Education at Texas A&M International University, Laredo, Texas. Her scholarship focuses on multilingualism related to K-12 teacher education, and radical intimate inquiry alongside immigrant communities. Dr Deiri earned her PhD in teacher education at Ohio State University in 2018. She teaches and publishes in both English and Arabic and her work has appeared in The International Journal of Bilingual Education and Bilingualism , The Journal of Ethnic and Cultural Studies and The International Review of Qualitative Research.
Suzanne García-Mateus is an assistant professor of bilingual education and the director of the Monterey Institute for English Learners in the College of Education at Ca