"A Space for You to Be Who You Are": An Ethnographic Portrait of Reterritorializing Indigenous Student Identities

Autor/inn/en	Anthony-Stevens, Vanessa; Stevens, Philip
Titel	"A Space for You to Be Who You Are": An Ethnographic Portrait of Reterritorializing Indigenous Student Identities
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 3, S.328-341 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1306979
Schlagwörter	Ethnography; Discourse Analysis; Indigenous Populations; Charter Schools; Middle School Students; Indigenous Knowledge; Persistence; Urban Youth; Transformative Learning; Accountability; Educational Policy; Educational Legislation; Federal Legislation; Self Concept; Student Empowerment; Place Based Education; American Indians; Arizona + Suchen Sie Ihr Suchwort? Ethnografie; Diskursanalyse; Sinti und Roma; Charter school; Charter-Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausdauer; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Pädagogische Transformation; Verantwortung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht; Selbstkonzept; Studienberechtigung; American Indian; Indianer
Abstract	This article explores the discourse practices of an Indigenous, community-based charter school and its efforts to create space for Indigenous both/and identities across rural-urban divides. The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making "a space for you", which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. We use the concept of "reterritorialization" to discuss the significance of UNMS's community effort to create a transformative space and place of educational opportunity with youth. The local efforts of this small community to reterritorialize schooling were ultimately weakened under the one-size-fits-all accountability metrics of No Child Left Behind policy. This ethnographic analysis "talks back" to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural-urban landscapes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01