Critical Ethnography, Language, Race/ism and Education
Produktdetaljer
Biographical note
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.
Kendall A. King, University of Minnesota, USA
This volume is an innovative and vital contribution focusing on critical ethnographic research in education. By focusing on language and racism in schooling, informed by socio- and educational linguistics, the chapters are a novel addition to the published landscape. This is an exciting book!
David Cassels Johnson, University of Iowa, USA
<p>Through this book's vision for critical ethnography, researchers, teacher educators, and educators in K-12 settings are challenged to look within and re-examine how we interpret and meet the needs of students and communities with them and not for them [...] As a White woman aspiring to be a teacher educator and scholar activist working in collaboration with culturally and linguistically diverse youth and communities, I found this book to be essential reading.</p>
Laura Meinzen, University of Colorado Boulder, USA, Anthropology & Education Quarterly, 2024
<p>This book would be ideal for new researchers who have a minoritized language background. It offers a way to challenge the way academic writing and research is typically done and to critically reflect on our own ways of knowing and understanding. For researchers who are unsure if there is a space for them in academia, this book welcomes them with open arms.</p>
Brenda Ortiz Torres, University of Colorado Boulder, USA, Language and Education 2023
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.
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.
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
Produktdetaljer
Biographical note
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.