"Hear Us, See Us": Constructing Citizenship in the Margins

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Autor/in	Hagen Gray, Tricia Michelle
Titel	"Hear Us, See Us": Constructing Citizenship in the Margins
Quelle	(2017), (293 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-0973-1
Schlagwörter	Hochschulschrift; Dissertation; Agribusiness; Immigrants; Hispanic Americans; Mexican Americans; Political Attitudes; Neoliberalism; Elections; Cultural Differences; Social Differences; Citizenship; High School Students; Ethnography; Case Studies; Social Studies; Self Concept; Bilingual Teachers; Inclusion; Student School Relationship; History Instruction; Interviews; Teacher Attitudes; Student Attitudes; Paraprofessional Personnel; Secondary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Agrarindustrie; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Political attitude; Politische Einstellung; Neo-liberalism; Neoliberalismus; Election; Wahl; Kultureller Unterschied; Sozialer Unterschied; Staatsbürgerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnografie; Case study; Fallstudie; Case Study; Gemeinschaftskunde; Selbstkonzept; Inklusion; Schüler-Lehrer-Beziehung; History lessons; Geschichtsunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Laienhelfer
Abstract	The meatpacking industry has drawn an increasing number of immigrants to the Midwestern community of Washington River from Mexico and Central America, making it a New Latino Diaspora (NLD) receiving community. Demographic change amidst the sociopolitical landscape of neoliberalism, declining civic engagement, and polarized partisan politics has forced interaction between longstanding residents and newcomers who are socially, culturally, and linguistically different. Historically marginalized groups have sought to claim rights---especially since Donald Trump's election in 2016---resulting in a deeper fissure of the social landscape. Washington River High School provided a context in which to explore questions about how students construct citizen identities: How do high school newcomer students construct citizen identities in social studies? Who are key individuals who influence the construction of citizenship and how do they influence students? Given the institutional nature of schooling, how do newcomers transform the school and how does the school transform them? Three themes emerged from this critical ethnographic case study, through analysis of interviews with seven students, one teacher, and one paraeducator, observations in a history class, and a range of documents. First, schooling structures did not adapt to newcomer students' dual realities. Second, different people in the classroom manifested care in different ways and these differences indicated different aims for schooling for newcomers. Third, there were missed opportunities to connect school to students' lives and to integrate students into the school and community in meaningful and justice-oriented ways. Taken together, these themes speak to the need for schools to transform in order to provide newcomer students equitable opportunities to construct citizen identities within the full realm of the public space rather than being relegated to the margins. These themes also point to the resistance to change in this NLD community and in the public high school that serves its residents, and to the need for the community to step up to meet some of the newcomers' needs. Mrs. Sanchez's presence as a bilingual Latina in the classroom also offers useful lessons to schools and communities aiming to move toward more inclusive schooling and community experiences for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01