Negotiating Ethnoracial Difference: Schools and Boundary-Making in the "New Latinx South"

Gamez, Rebeca

doi:10.3102/1682117

Cited by 2 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…6 I presented some findings with the New Horizons principal post-fieldwork and planned a staff talk on my findings outlined here but had to leave for maternity (Gamez, 2020). 7 Elsewhere (Gamez & Monreal, 2021), I further expand on the relationship between my positionality as a Latina racialized as White and positioned as "professional" (Flores, 2016) and how this positioning shaped how I navigated relationships between students and educators.…”

Section: A U T H O R B I O G R a P H Ymentioning

confidence: 99%

“…"Latinx" also reminds scholars to reflect on and reimagine "the contours of Latinidad"(Aparicio et al, 2022, p. xvii).3 Like Rosa (2019), I use "ethnoracial" to "highlight the co-constitutive relationship between race and ethnicity, which simultaneously produces modes of sociopolitical inclusion and exclusion" (p. 72). 4 Elsewhere(Gamez, 2020), I examine youth understandings of the boundaries between Blackness and Latinidad at New Horizons.…”

mentioning

confidence: 99%

“… 4 4 Elsewhere (Gamez, 2020), I examine youth understandings of the boundaries between Blackness and Latinidad at New Horizons. …”

mentioning

confidence: 99%

“… 6 6 I presented some findings with the New Horizons principal post‐fieldwork and planned a staff talk on my findings outlined here but had to leave for maternity (Gamez, 2020). …”

mentioning

confidence: 99%

See 3 more Smart Citations

Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school

Gamez

2023

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

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.

show abstract

Section: A U T H O R B I O G R a P H Ymentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school

Gamez

2023

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

show abstract

“…Her interest in linking youth voices to discussions about how educational spaces might be organized to engender equity, belonging, and deep learning led her to connect with this project. Her current and past work with youth across diverse settings—particularly with youth racialized as Black and Latinx youth living in and going to school in Baltimore, Maryland (Gamez, 2020)—prompted her to ask what processes and structures must be in place for adults to actively listen to, learn from, and coproduce knowledge with youth about how to transform educational and community settings. For her, this article provided an opportunity to deeply reflect on these structures and processes, and provide actionable strategies for cultivating current and future educational leaders who work with and for youth.…”

Section: Researcher Positionalitiesmentioning

confidence: 99%

Educational Leadership as Accompaniment: From Managing to Cultivating Youth Activism

Chang

Game

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context: Youth activism, the broad-based leadership among young people who seek to challenge and build alternatives to oppressive social systems, has spread across the nation and globe. Yet youth activism is often hemmed in at school gates, particularly by school leaders charged with maintaining efficient school environments. Focus of Study: This article explores the roles and responsibilities of educational leaders committed to justice and asks: What does it mean to lead schools in times of (re)surgent youth activism? Research Design: To address this urgent question, we conducted an interdisciplinary review of youth participation in social movements that spans the fields of civic engagement, learning sciences, and social movement studies. Findings: We argue that youth activism offers profound sites of consequential learning, generative insights for organizational redesign, and imaginative visions for school and societal transformation. Based on these contributions, we offer the notion of educational leadership as accompaniment: a participatory praxis of leadership reflection and action that foregrounds an ethic of listening, attends to dominant forms of exclusion, and stands in solidarity with youth and their struggles for a more dignified and just world. Conclusions/Recommendations: Leadership as accompaniment challenges the deeply rooted managerial imperative in school administration scholarship and deepens opportunities for realizing existing leadership principles, such as those evident in the Professional Standards for Educational Leaders (PSEL). We conclude by discussing the social and material risks impacting those who exercise leadership as accompaniment, and consider what responsibilities such risks demand of education researchers.

show abstract

Negotiating Ethnoracial Difference: Schools and Boundary-Making in the "New Latinx South"

Cited by 2 publications

References 0 publications

Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school

Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school

Educational Leadership as Accompaniment: From Managing to Cultivating Youth Activism

Contact Info

Product

Resources

About