“My Eyes Were Opened to the Lack of Diversity in Our Best Schools”: Re-Conceptualizing Competitive School Choice Policy as a Racial Formation

Rodriguez, Sophia

doi:10.1007/s11256-017-0415-z

Cited by 5 publications

(2 citation statements)

References 24 publications

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“…I entered the field as a former high school teacher in urban public schools in New York City and Chicago, and a critical Latinx scholar-activist who had worked with Latinx (un)documented youth in the United States for almost a decade with commitments to social and racial justice and critical, reflexive ethnography (Rodriguez 2017a, 2017b; Bettie 2014). My empathetic former K-12 teacher side deeply empathized with Queen’s feelings of being misunderstood, and the Latinx youths’ marginalization.…”

Section: Introductionmentioning

confidence: 99%

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“You’re a Sociologist, I Am Too . . . ”: Seducing the Ethnographer, Disruption, and Ambiguity in Fieldwork with (Mostly) Undocumented Youth

Rodriguez

2019

Journal of Contemporary Ethnography

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The article is about a set of methodological disruptions that occur in ethnographic fieldwork and what these disruptions mean for ethnographic studies, including analysis, representation of data, and experiences of the ethnographic self. This article documents the process of a minoritized high school youth, Queen, entering the research space and the emergent relations among Queen and Latinx undocumented youth. Drawing on Jacques Derrida’s analytics, I theorize disruption as a core concept in this particular experience of engaging in fieldwork as part of a multisite critical ethnography. Presenting three frames of disruption—relating to the research space, analyses and findings, and the ethnographic self—I complicate who gets included and excluded from a study and the implications for relational ethnics in ethnographic fieldwork. Ultimately, I argue that our methodological practices and selves need to be disrupted in order to enhance our views of who/what gets included/excluded during our fieldwork.

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Section: Introductionmentioning

confidence: 99%

“… 5. Due to this, I made a conscious decision to approach my research more critically and to promote student voice in my previous ethnographic endeavors (Rodriguez 2017a, 2017b). …”

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confidence: 99%

“You’re a Sociologist, I Am Too . . . ”: Seducing the Ethnographer, Disruption, and Ambiguity in Fieldwork with (Mostly) Undocumented Youth

Rodriguez

2019

Journal of Contemporary Ethnography

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“We can be leaders”: minoritized youths’ subjugated (civic) knowledges and social futures in two urban contexts

Sinclair

Rodriguez

Monreal

2022

International Journal of Qualitative Studies in Education

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Race, ethnicity, and stratification within the first-generation student experience

Whiteside

2024

Race Ethnicity and Education

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“My Eyes Were Opened to the Lack of Diversity in Our Best Schools”: Re-Conceptualizing Competitive School Choice Policy as a Racial Formation

Cited by 5 publications

References 24 publications

“You’re a Sociologist, I Am Too . . . ”: Seducing the Ethnographer, Disruption, and Ambiguity in Fieldwork with (Mostly) Undocumented Youth

“You’re a Sociologist, I Am Too . . . ”: Seducing the Ethnographer, Disruption, and Ambiguity in Fieldwork with (Mostly) Undocumented Youth

“We can be leaders”: minoritized youths’ subjugated (civic) knowledges and social futures in two urban contexts

Race, ethnicity, and stratification within the first-generation student experience

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