Search results for: Abu El-Haj Thea Renda
Page 1/1 2 items
In this article, the author draws on qualitative research conducted with Palestinian American high school students to explore school as a key site for nation building. The author describes how U.S. nationalism and national identities are produced collectively within and through everyday racialized and gendered discourses and practices inside one school. Furthermore, the author examines the ways these productions of everyday nationalism articulate with U.S. imperial ambitions in relation to the war on terror. The author argues that legal citizenship did not protect the Palestinian American youth in this study from being seen and treated as outsiders. The authors concludes with recommendations for educating teachers.
Updated: Nov. 23, 2010
Realizing the Equity-Minded Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Framework for Teacher Education
Drawing on ethnographic research in detracked and inclusion classrooms, this paper analyzes the nature and sources of the tensions and dilemmas felt by teachers working in intentionally heterogeneous settings. It argues that the implementation of these policies is not often accompanied by a serious interrogation of the taken-for-granted understandings of ability, standards, and structural inequality that pervade educational discourse inside schools.
Updated: Jul. 06, 2009