"Drop-Outs" or "Heritage Learners"? Competing Mentalities of Governmentality and Invested Meanings at a Weekend Japanese Language School in the USA

Autor/inn/en	Doerr, Neriko Musha; Lee, Kiri
Titel	"Drop-Outs" or "Heritage Learners"? Competing Mentalities of Governmentality and Invested Meanings at a Weekend Japanese Language School in the USA
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 33 (2012) 4, S.561-573 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2012.692962
Schlagwörter	Educational Administration; Native Speakers; Heritage Education; Japanese; Dropouts; Native Language Instruction; Second Language Learning; Bilingualism; Ethnography; Governance; Politics of Education; Interviews; Track System (Education); Student Attitudes + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Muttersprachler; Japaner; Japanisch; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Bilingualismus; Ethnografie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Interviewing; Interviewtechnik; Leistungsgruppe; Leistungsdifferenzierung; Schülerverhalten
Abstract	Based on fieldwork at a weekend Japanese language school in the USA in 2007-2009, this article illustrates the ways in which different regimes of government arise from an activity depending on meanings individuals invest in it. We examine how two students in the same classroom experienced two different regimes of government: one of a low-track class for "native speakers" and the other of a heritage language class for bilingual speakers. Building on Mitchell Dean's reworking of Foucault, we suggest a new approach to ethnographically studying governmentality which focuses on invested meanings. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10