War or Common Cause? a Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship Kimberly S. Anderson

ISBN: 9781593119850

Published: January 20th 2009

Paperback

208 pages


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War or Common Cause? a Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship  by  Kimberly S. Anderson

War or Common Cause? a Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship by Kimberly S. Anderson
January 20th 2009 | Paperback | PDF, EPUB, FB2, DjVu, talking book, mp3, RTF | 208 pages | ISBN: 9781593119850 | 7.71 Mb

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University This book on bilingual education policy represents a multidimensional and longitudinal study of policyMoreA volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University This book on bilingual education policy represents a multidimensional and longitudinal study of policy processes as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia).

In order to reconstruct this complex policy process, Anderson impressively marshals a great variety of forms of discourse. Most of this discourse, of course, comes from overheard discussions and spontaneous interviews conducted at a particular school-the voices of teachers and administrators.

Such discourse forms the heart of her ethnographic findings. Yet Anderson also brings an ethnographers eye to national and regional debates as they are conducted and represented in different forms of media, especially newspapers and magazines. She then uses the key theoretical concept of articulation to conceptually link these media representations with local school discourse. The result is an illuminating account of how everyday debates at a particular school and media debates occurring more broadly mutually inform one another. Reviews: Andersons timely, methodologically sophisticated, and compelling account surrounding the politics of bilingual education moves beyond instrumental notions of policy to advance the idea that mandates are themselves resources that may be vigorously contested as contending parties vie for inclusion in the schooling process.

Her work artfully demonstrates how improving schooling for all children is inseparable from a larger, much-needed discussion of what we as a polity believe about whether and how we are interconnected, together with who should and does have a voice in the policy making and implementation process.

-Angela Valenzuela, Professor, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind Anderson shows the gap between clear-cut assumptions and ideologies informing education policy and legislation on language and immigration, and the complications that arise for teachers when they actually implement language legislation in the classroom. She also illustrates assumptions about language and being American, as these are both debated and shared by each side of the language and immigration debates in California and Georgia.

Her chapter on Californias Proposition 227 is a particular eye-opener, demonstrating in detail the embedding of local identities and oppositions in these debates. Above all, she makes quite clear the complex, often contradictory, web of relations among politics, language, race, and cultural citizenship. --Bonnie Urciuoli, Professor, Hamilton College, author of Exposing Prejudice



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