A Contingent Embrace: Divergent Realities of Inclusion at a Rural School

Autor/in	Ortiz, Cristina
Titel	A Contingent Embrace: Divergent Realities of Inclusion at a Rural School
Quelle	In: Anthropology & Education Quarterly, 47 (2016) 3, S.264-278 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12153
Schlagwörter	Rural Schools; Public Schools; Behavior Patterns; Inclusion; Hispanic American Students; Institutional Mission; Acculturation; Student Attitudes; Educational Environment; Working Class; Hispanic American Culture + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Inklusion; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Akkulturation; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeiterklasse; Hispanistik
Abstract	This article examines a rural public school with an increasingly racially diverse and working-class student body as a site where inclusion and exclusion were negotiated based on popular beliefs about culture. I look at how the interpretation of particular behaviors as indicative of a cultural regard for the value of formal education created divergent understandings of the school as welcoming or exclusive. Although the school's mission statement explicitly positioned the school as inclusive, many Latinos understood the acceptance of their presence and their culture in the institution as conditional on their assimilation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01