"Here Being 'in' School Is Worse": How Latinx Teachers Navigate, Recreate, and Instigate Hostile Spaces in the U.S. South

Autor/in	Monreal, Timothy
Titel	"Here Being 'in' School Is Worse": How Latinx Teachers Navigate, Recreate, and Instigate Hostile Spaces in the U.S. South
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 58 (2022) 1, S.50-73 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monreal, Timothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1994972
Schlagwörter	Hispanic Americans; Minority Group Teachers; Geographic Regions; Teaching Conditions; Racial Bias; Ethnicity; Teacher Attitudes; Racial Relations; Educational Environment; Public School Teachers; Interpersonal Relationship; Consciousness Raising; Cultural Awareness; South Carolina + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Lehrbedingungen; Unterrichtsbedingungen; Racial discrimination; Rassismus; Ethnizität; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bewusstseinsbildung; Cultural identity; Kulturelle Identität
Abstract	This qualitative investigation about Latinx K-12 teachers in South Carolina fills a gap in the academic literature because there is a dearth of research examining Latinx teachers' spatial/racial experiences in the U.S. South. Centering an explicitly spatial frame, I map out three broad relations to what many participants described as hostile school spaces. First, participants described working with/in spatialized relations that were explicitly prohibitive, racialized, and/or exclusionary. Second, I sketch the blurry boundaries of relations that resulted from efforts to (re)make, negotiate, and improve such hostile spaces. Third, I outline a set of instances when teachers refused normative spatial practices and purposely sought to create hostile spaces. The findings highlight, or at least (un/re)blur, the localized and interdependent racial/spatial relations, knowledges, and discourses that simultaneously limit and reveal the potentiality for different relations. I suggest that in mapping the shifting, contingent, and fluid spaces of Latinx teachers in South Carolina we can identify a variety of entry points to challenge the spatialized and racialized practices of power that (re)produce exclusion and marginality while also highlighting the ingenuity and creativity of teachers' own spatial interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01