Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school.
From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized "good Latinx" na...
| Publicado en: | Anthropology & Education Quarterly Vol. 55; no. 2; pp. 127 - 146 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jun2024
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=177146321&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 177146321 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: Y pubinfo: dt: Jun2024 vid: 55 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 177146321 10.1111/aeq.12477 ppf: 127 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 403KB tig: atl: Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school. aug: au: Gamez, Rebeca affil: Department of Anthropology, Vanderbilt University, Nashville TN, , USA su: Ethnographic analysis Educators Hispanic Americans Middle schools Allocation (Accounting) sug: subj: Ethnographic analysis Educators Hispanic Americans Middle schools Elementary and Secondary Schools Allocation (Accounting) keyword: Afro‐Latinidad anti‐Blackness Blackness Latinidad racialized inequities schools Afro‐Latinidad anti‐Blackness Blackness Latinidad racialized inequities schools ab: From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized "good Latinx" narratives legitimates differential allocation of limited school resources between those imagined as falling into the good Latinx category and those that do not because they are ascribed Blackness (i.e., African American and Afro‐Latinx youth). That is, the discursive construction of Latinidad as well‐behaved, hard‐working, and specifically non‐Black positioned it as a racialized yet privileged credential at school. In these circumstances, Latinidad may at best be considered a constrained credential. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|