Figuring “Success” in a Bilingual High School |
| |
| Authors: | Ali Michael Norma Andrade and Lesley Bartlett |
| |
| Institution: | (1) Teachers College, Columbia University, New York City, New York, USA |
| |
| Abstract: | Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High
School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed
specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the
cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions
that took place among students, teachers and staff, to explore the socially and locally constructed model of success within
this bilingual high school for newly arrived, Spanish-speaking immigrant youth.
Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic
and research interests include whiteness studies, multicultural education and anthropology of education.
Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance,
located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State.
Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include
anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism,
and schooling across the Americas. |
| |
| Keywords: | bilingual education newcomer immigrant schools English language learners (ELLs) |
| 本文献已被 SpringerLink 等数据库收录！ |
|
