Description
Book SynopsisThis 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.
Trade ReviewIn 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 *
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.
* Brenda Ortiz Torres, University of Colorado Boulder, USA, Language and Education 2023 *
Table of ContentsContributors
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
