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Erschienen in: Cultural Studies of Science Education 2/2010

01.06.2010 | FORUM

Troubling the proletarianization of Mexican immigrant students in an era of neoliberal immigration

verfasst von: Aziz Choudry

Erschienen in: Cultural Studies of Science Education | Ausgabe 2/2010

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Abstract

In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula. Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith 1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field.

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Metadaten
Titel
Troubling the proletarianization of Mexican immigrant students in an era of neoliberal immigration
verfasst von
Aziz Choudry
Publikationsdatum
01.06.2010
Verlag
Springer Netherlands
Erschienen in
Cultural Studies of Science Education / Ausgabe 2/2010
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-009-9230-5

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