Redefining Rurality: Cosmopolitanism, Whiteness, and the New Latino Diaspora

Autor/in	Sierk, Jessica
Titel	Redefining Rurality: Cosmopolitanism, Whiteness, and the New Latino Diaspora
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 3, S.342-353 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1306980
Schlagwörter	Ethnography; Participant Observation; Hispanic American Students; Interviews; Rural Areas; Subcultures; Whites; Rural Schools; Social Justice; Teacher Education; Elementary Secondary Education; Racial Distribution; Nebraska + Suchen Sie Ihr Suchwort? Ethnografie; Teilnehmende Beobachtung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Rural area; Ländlicher Raum; Subculture; Subkultur; White; Weißer; Rural areas; School; Schools; Schule; Schulen; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung
Abstract	In mainstream discourse, rural generally implies white, while urban signifies not-white. However, what happens when "rural" communities experience demographic change? This paper examines how students from a rural, New Latino Diaspora community in a Midwestern state complicate traditional notions of rurality. Data from participant observations and ethnographic interviews indicate that students from this near-majority-Latino community do not view it as rural even though its population is under 2,500. Students allude to an alternative youth subculture influenced by incoming Latino students from cities in Mexico, Guatemala, and California. They contrast this with the more stereotypical subcultures they observe in neighboring, rural, majority-white communities. Demographically transitioning, rural schools present unique contexts for students to not only encounter their own privilege, but also to learn how to leverage that privilege to further the aims of social justice. However, this will not occur without explicit and careful planning, implementation, reflection, and teacher training. (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