Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science |
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| Authors: | Katherine Richardson Bruna |
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| Institution: | (1) Department of Curriculum and Instruction, College of Human Sciences, Iowa State University, N165C Lagomarcino Hall, Ames, IA 50011, USA |
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| Abstract: | In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. |
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