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Books > Social sciences > Sociology, social studies > Anthropology
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War or Common Cause? - A Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship (Hardcover, New)
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War or Common Cause? - A Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship (Hardcover, New)
Series: Education Policy in Practice: Critical Cultural Studies
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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 "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 ethnographer's 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: Anderson's 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
California's 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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