Reviewed by: Council on Anthropology and Education
Of interest to: Students, Those Involved in Mentoring Activities
Primary Theme: Immigration/Migration/Citizenship
Secondary Theme: Resistance
This roundtable session gathers scholars working at the intersections of critical, indigenous, and feminist geneaologies in education and ethnography. The purpose of this session is to extend the idea of educational enclosures (Sojoyner, 2016) and examine sites and practices of contestation where youth create and operationalize alternative notions of citizenship and resist prescribed essentializations of self and others. We hope that this session will push understandings of the ways in which youth are enclosed through the opportunities, or lack therefore, that result from manifestations of dominance across public and private spaces.
The first paper examines how teaching US history is operationalized across classroom and school contexts through stories of enclosure. Using multiple data sources, this paper unpacks the implicit ideologies embedded in dominant historical narratives taught and the ways in which teachers and students accept, reject, or complicate these narratives. Guided by the mechanics of quantum physics, the second traces the ontological-inseparability of citizenship by diffracting the stories shared by four first-generation college students in research-mentoring program. In constantly shifting the scales of analyses, it uncovers pedagogies learned in contradictory, multi-directional, and pluri-cultural contexts ranging from the individual, the family, the university, and the state, among others. The third is grounded on theories of intersectionality and civic engagement to explore the extent to which participation in grassroots youth organizations contributes to the identity development, leadership, and well-being of Black and Latino young men. Particularly, it explores the ways Black and Latino young men come to understand their multiple identities; social injustices; and their role in affecting community change. By putting in conversation notions of acompañamiento (Sepulveda, 2011) and re-memory (Morrison, 1987), the fourth tells the stories of six first generation Latinx college students as they reflect on their journey through higher education, specifically the relationships that have allowed them to break the social historical enclosures perpetuated by the university. The fifth explores how Muslim American college students think about their understanding of their multiple identities, sense of belonging, and civic engagement in higher education. Through the use of interviews and participant observations, this work looks at how sense of belonging represents a dimension of broader societal outcomes such as social inclusion, social cohesion, social capital, and nationhood (Abu El Haj, 2007).
Abu El-Haj, T. (2007) I Was Born Here, But My Home, It’s Not Here: Educating For Democratic Citizenship in an Era of Transnational Migration and Global Conflict. Harvard Educational Review: September 2007, Vol.77, No 3 pp. 285-316
Barad, K. (2014) Diffracting Diffraction: Cutting Together-Apart, Parallax, 20:3, 168-187.
Fine, M. (2017) Just Research in Contentious Times: Widening the Methodological Imagination. Teachers College Press, New York, NY.
Sojoyner, D (2016) First Strike: Educational Enclosures in Black Los Angeles. Minneapolis, MN: Minnesota Press.
Morrison, T (1987) Beloved. New York, New York: Random House
Sepúlveda, E. (2011). “Toward a Pedagogy of Acompañamiento: Mexican Migrant Youth writing from the Underside of Modernity,” in Harvard Educational Review, Special Issue on Immigration, Youth, and Education, Vol. 81, No. 3. Cambridge, Mass.