+publisher:"University of Texas – Austin" +contributor:("Foley, Douglas E.")

1. Ortiz, Patricio Rodolfo, 1952-. Intercultural bilingual education, indigenous knowledge and the construction of ethnic identity: an ethnography of a Mapuche school in Chile: Ethnography of a Mapuche school in Chile.

Degree: PhD, Curriculum and Instruction, 2007, University of Texas – Austin

URL: http://hdl.handle.net/2152/3238

► The purpose of this research was to explore and understand the current development of an Intercultural Bilingual Education (IBE) program in a rural Mapuche-Lafkenche community… (more)

▼ The purpose of this research was to explore and understand the current development of an Intercultural Bilingual Education (IBE) program in a rural Mapuche-Lafkenche community (reservation) school in the south of Chile, and especially its impact on ethnic identity construction processes among its indigenous students. By using an ethnographic field research method and a cultural studies theoretical framework, I intended my work to explore the processes of recovery of Mapuche ancestral knowledge (Kimün) and its incorporation into the school IBE program, through indigenous traditional community educators (Kimches), hired as teachers. I gave special attention to the Kimches' role, which, by linking the indigenous knowledge, culture and Mapudungún language of the community with the school, created culturally-relevant instructional environments in the IBE classrooms, while simultaneously developing spaces for resistance and cultural production through counter-hegemonic narratives to the official knowledge of the school, thus enabling a space in the classroom for the emergence and validation of Mapuche students' identities as hybrid and negotiated constructs blending their Mapuche, Chilean and Global persona. This work also explores the main issues concerning the school's community within the larger historical and socio-political context of the Mapuche people in Chile and their interactions with the two main social agents historically involved in indigenous education: the State and the Church. Important consideration was given to place current IBE programs in the context of today's cultural and linguistic revitalization projects which move parallel to demands for land rights, political autonomy and nationhood proposed by Mapuche political and intellectual leaders. Finally, I explored the complex variables and issues both within and without the Mapuche communities, which oppose and make difficult the development of IBE programs in schools. Being a Chilean by birth, but not Mapuche, I gave important consideration to the complexities of the construction and politics of representation of the "Indigenous Other." This story is, in many ways, another complex story of the resistance and resilience of indigenous people in Latin America, and their long struggle for cultural and linguistic rights. Advisors/Committee Members: Foley, Douglas E. (advisor).

Subjects/Keywords: Mapuche Indians – Education; Education, Bilingual – Chile

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APA (6^th Edition):

Ortiz, Patricio Rodolfo, 1. (2007). Intercultural bilingual education, indigenous knowledge and the construction of ethnic identity: an ethnography of a Mapuche school in Chile: Ethnography of a Mapuche school in Chile. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3238

Chicago Manual of Style (16^th Edition):

Ortiz, Patricio Rodolfo, 1952-. “Intercultural bilingual education, indigenous knowledge and the construction of ethnic identity: an ethnography of a Mapuche school in Chile: Ethnography of a Mapuche school in Chile.” 2007. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/3238.

MLA Handbook (7^th Edition):

Ortiz, Patricio Rodolfo, 1952-. “Intercultural bilingual education, indigenous knowledge and the construction of ethnic identity: an ethnography of a Mapuche school in Chile: Ethnography of a Mapuche school in Chile.” 2007. Web. 18 Jan 2021.

Vancouver:

Ortiz, Patricio Rodolfo 1. Intercultural bilingual education, indigenous knowledge and the construction of ethnic identity: an ethnography of a Mapuche school in Chile: Ethnography of a Mapuche school in Chile. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2007. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/3238.

Council of Science Editors:

Ortiz, Patricio Rodolfo 1. Intercultural bilingual education, indigenous knowledge and the construction of ethnic identity: an ethnography of a Mapuche school in Chile: Ethnography of a Mapuche school in Chile. [Doctoral Dissertation]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/3238

University of Texas – Austin

2. Ambikaipaker, Mohan. Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London.

Degree: PhD, Anthropology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3198

► The interlocked social struggles waged by overlapping and diverse Britons of color for racial and social equality and everyday survival is the dynamic corollary of… (more)

▼ The interlocked social struggles waged by overlapping and diverse Britons of color for racial and social equality and everyday survival is the dynamic corollary of the contradictions engendered by the ruling relations of racial differentiation and racism in Britain. Grassroots struggles against routine racist violence and state violence, conceptualized as politically interlinked, are the critical sites that contribute to the recursive racial domination experienced by Britons of color in contemporary Britain, and forms the key ethnographic research focus of this study. Prior studies have already critiqued the dominant state framework of viewing racist violence as random, de-racialized and nonpolitical events – as individual incidents, neighborhood disputes, inter-personal conflict, and robberies gone wrong. These studies have alternately identified the social dehumanizing functions of racist violence, the possessive local white territorialism that they materially support and their relationship with macro-level socio-economic crises and changing racial exclusion ideologies of the liberal democratic nation. What I add to these studies is the argument that the racial subordination and ruling relations inherent in the social processes of racist violence and, by formal extension, state violence are not only derivative of broader ideological forces or local social relations but are in fact constitutive of white racial state formation in Britain’s postcolonial era. I argue that the processes of racist violence and state violence are productive of the domination and hierarchy that is secured for whites, through unevenly empowered and routinized contestations within the re-configurations of white racial state formation and an emergent neoliberal-multicultural national security state. It is within this framework of analysis that the politics of black mobilization by Britons of color and their allies, in the context of contemporary multiculturalism’s contradictions, and against the many-sided form of racial subordination is made legible – not as an anachronism – but as socially meaningful, interlocked and politically urgent. Advisors/Committee Members: Vargas, João Helion Costa (advisor), Rudrappa, Sharmila (committee member), Foley, Douglas E. (committee member), Gordon, Edmund T. (committee member), Carrington, Ben (committee member).

Subjects/Keywords: Race; Racism; Britain; African diaspora; South Asian diaspora; War-on-Terror; Social movements

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APA (6^th Edition):

Ambikaipaker, M. (2011). Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3198

Chicago Manual of Style (16^th Edition):

Ambikaipaker, Mohan. “Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3198.

MLA Handbook (7^th Edition):

Ambikaipaker, Mohan. “Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London.” 2011. Web. 18 Jan 2021.

Vancouver:

Ambikaipaker M. Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3198.

Council of Science Editors:

Ambikaipaker M. Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3198

3. Villalobos, Rocío Del Rosario. "Se hace puentes al andar" : PODER and the Young Scholars for Justice.

Degree: MA, Curriculum and Instruction, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3387

► Youth of color are routinely dehumanized and treated as objects both in schools and in society. The “banking method” approach to teaching and stringent zero… (more)

▼ Youth of color are routinely dehumanized and treated as objects both in schools and in society. The “banking method” approach to teaching and stringent zero tolerance policies that are prevalent in low-income schools predominantly populated by youth of color serve to push youth out of school and pull them into the school-to-prison pipeline. When students do not meet their school’s standards, the institutional gaze is fixed disapprovingly on the child and the family. The history of segregation and institutionalized oppression that led to a legacy of inadequate and culturally irrelevant schooling and a poor quality of life for communities of color is erased. For the children who grow up in such environments, a historical silence makes it difficult if not impossible to make sense of their present-day conditions and the changes they are witnessing in their communities. People Organized in the Defense of Earth and her Resources (PODER) is an organization that focuses on issues of environmental, economic, and social justice, and strives to facilitate youth empowerment through their Young Scholars for Justice (YSJ) summer program. The youth of color in the program are positioned as knowledgeable researchers and historical actors in their community. The Chicana feminist epistemology of PODER’s staff members creates a nurturing and family-like environment for the youth, which has a significant impact on the females, and enables youth to utilize personal experiences to develop a structural analysis of oppression. As youth acquire a historical conocimiento of East Austin, they also learn about organized resistance to oppression vis-à-vis environmental justice campaigns. In doing so, a spiritual activism blossoms in the youth that is born from their wounds of oppression and rooted in a cultural and historical awareness of their community. The youth engage in a cycle of praxis as their spiritual activism mobilizes them against injustices and ushers in their transformation into subjects. Through participant observation and interviews, I weave together a critical case study of the YSJ program that is informed by the metamorphosis I experienced after participating in the program. Advisors/Committee Members: De Lissovoy, Noah, 1968- (advisor), Foley, Douglas E. (committee member).

Subjects/Keywords: Austin; Texas; Hispanic Americans; Latina; Chicana feminist epistemology; Critical pedagogy; Feminist critical pedagogy; Youth activism; Feminist theory; Feminism; People Organized in the Defense of the Earth and her Resources

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APA (6^th Edition):

Villalobos, R. D. R. (2011). "Se hace puentes al andar" : PODER and the Young Scholars for Justice. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3387

Chicago Manual of Style (16^th Edition):

Villalobos, Rocío Del Rosario. “"Se hace puentes al andar" : PODER and the Young Scholars for Justice.” 2011. Masters Thesis, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3387.

MLA Handbook (7^th Edition):

Villalobos, Rocío Del Rosario. “"Se hace puentes al andar" : PODER and the Young Scholars for Justice.” 2011. Web. 18 Jan 2021.

Vancouver:

Villalobos RDR. "Se hace puentes al andar" : PODER and the Young Scholars for Justice. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3387.

Council of Science Editors:

Villalobos RDR. "Se hace puentes al andar" : PODER and the Young Scholars for Justice. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3387

4. Vallejo, Kandace Eloisa 1983-. Sembrando consciencia : the student/farmworker alliance and the growth of critical consciousness.

Degree: MA, Curriculum and Instruction, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/31852

► The Student/Farmworker Alliance (SFA) is a national network of students and youth that is based in Immokalee, Florida, formed to support the work of the… (more)

Subjects/Keywords: Popular education; Critical pedagogy; Critical consciousness; Social movements; Education

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APA (6^th Edition):

Vallejo, K. E. 1. (2011). Sembrando consciencia : the student/farmworker alliance and the growth of critical consciousness. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31852

Chicago Manual of Style (16^th Edition):

Vallejo, Kandace Eloisa 1983-. “Sembrando consciencia : the student/farmworker alliance and the growth of critical consciousness.” 2011. Masters Thesis, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/31852.

MLA Handbook (7^th Edition):

Vallejo, Kandace Eloisa 1983-. “Sembrando consciencia : the student/farmworker alliance and the growth of critical consciousness.” 2011. Web. 18 Jan 2021.

Vancouver:

Vallejo KE1. Sembrando consciencia : the student/farmworker alliance and the growth of critical consciousness. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/31852.

Council of Science Editors:

Vallejo KE1. Sembrando consciencia : the student/farmworker alliance and the growth of critical consciousness. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/31852

University of Texas – Austin

5. Ratliff, Eric Alan. The price of passion: performances of consumption and desire in the Philippine go-go bar.

Degree: PhD, Anthropology, 2003, University of Texas – Austin

URL: http://hdl.handle.net/2152/880

Subjects/Keywords: Sex-oriented businesses – Philippines; Sex role – Philippines; Hotels – Philippines

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APA (6^th Edition):

Ratliff, E. A. (2003). The price of passion: performances of consumption and desire in the Philippine go-go bar. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/880

Chicago Manual of Style (16^th Edition):

Ratliff, Eric Alan. “The price of passion: performances of consumption and desire in the Philippine go-go bar.” 2003. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/880.

MLA Handbook (7^th Edition):

Ratliff, Eric Alan. “The price of passion: performances of consumption and desire in the Philippine go-go bar.” 2003. Web. 18 Jan 2021.

Vancouver:

Ratliff EA. The price of passion: performances of consumption and desire in the Philippine go-go bar. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2003. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/880.

Council of Science Editors:

Ratliff EA. The price of passion: performances of consumption and desire in the Philippine go-go bar. [Doctoral Dissertation]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/880

University of Texas – Austin

6. Sloan, Kris. A ratings-focused response to the Texas Accountability System and the professional lives of teachers: an ethnography.

Degree: PhD, Curriculum and Instruction, 2002, University of Texas – Austin

URL: http://hdl.handle.net/2152/942

Subjects/Keywords: Elementary school teachers – Texas; Educational accountability – Texas; Education, Elementary – Texas – Evaluation

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APA (6^th Edition):

Sloan, K. (2002). A ratings-focused response to the Texas Accountability System and the professional lives of teachers: an ethnography. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/942

Chicago Manual of Style (16^th Edition):

Sloan, Kris. “A ratings-focused response to the Texas Accountability System and the professional lives of teachers: an ethnography.” 2002. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/942.

MLA Handbook (7^th Edition):

Sloan, Kris. “A ratings-focused response to the Texas Accountability System and the professional lives of teachers: an ethnography.” 2002. Web. 18 Jan 2021.

Vancouver:

Sloan K. A ratings-focused response to the Texas Accountability System and the professional lives of teachers: an ethnography. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2002. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/942.

Council of Science Editors:

Sloan K. A ratings-focused response to the Texas Accountability System and the professional lives of teachers: an ethnography. [Doctoral Dissertation]. University of Texas – Austin; 2002. Available from: http://hdl.handle.net/2152/942

University of Texas – Austin

7. De la Piedra, Maria Teresa Berta. Literacy practices among Quechua-speakers: the case study of a rural community in the Peruvian Andes.

Degree: PhD, Curriculum and Instruction, 2003, University of Texas – Austin

URL: http://hdl.handle.net/2152/539

Subjects/Keywords: Quechua Indians – Education – Peru – Case studies; Native language and education – Peru – Case studies; Education, Bilingual – Peru – Case studies; Multicultural education – Peru – Case studies

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APA (6^th Edition):

De la Piedra, M. T. B. (2003). Literacy practices among Quechua-speakers: the case study of a rural community in the Peruvian Andes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/539

Chicago Manual of Style (16^th Edition):

De la Piedra, Maria Teresa Berta. “Literacy practices among Quechua-speakers: the case study of a rural community in the Peruvian Andes.” 2003. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/539.

MLA Handbook (7^th Edition):

De la Piedra, Maria Teresa Berta. “Literacy practices among Quechua-speakers: the case study of a rural community in the Peruvian Andes.” 2003. Web. 18 Jan 2021.

Vancouver:

De la Piedra MTB. Literacy practices among Quechua-speakers: the case study of a rural community in the Peruvian Andes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2003. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/539.

Council of Science Editors:

De la Piedra MTB. Literacy practices among Quechua-speakers: the case study of a rural community in the Peruvian Andes. [Doctoral Dissertation]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/539

8. Cervantes-Soon, Claudia G., 1974-. Schooling in times of dystopia : empowering education for Juárez women.

Degree: PhD, Curriculum and Instruction, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3500

► Young women in Ciudad Juárez, Mexico are coming of age in an era of feminicides, drug wars, impunity, and fear. This ethnographic study examines the… (more)

▼ Young women in Ciudad Juárez, Mexico are coming of age in an era of feminicides, drug wars, impunity, and fear. This ethnographic study examines the ways in which Preparatoria Altavista, a public high school, in one of the most marginalized areas of Juárez, attempts to empower subaltern young women through its critical and social justice philosophy of education. The study draws from critical pedagogy, socio-cultural theory, and feminist scholarship to offer a unique analysis of how hegemonic ideas are resisted and/or inscribed pedagogically, politically, and institutionally at Altavista. Secondly, the study examines how the school’s constructions of democratic and social justice education interact with the current dystopic context of Juárez and discourses about Juárez women to provide a framework with which a group of young women author their identities and practice forms of resistance. The ethnographic fieldwork took place in the 2009-2010 academic year. The methods included unstructured ethnographic interviews with teachers, administrators, and numerous students, as well as semi-structured interviews and an auto-photography technique with nine girls. The study identifies three interrelated aspects that characterize the transformative pedagogy of Preparatoria Altavista: freedom and autonomy, authentic caring relationships, and the cultivation of critical discourse and activism. Together, these core values promote the school’s ultimate goal for its students – autogestión, or the ability to self-author empowered identities; read their world; and initiate and develop socially transformative projects. Considering the school’s context, as well as the many challenges inherent in the dystopic Juárez of today, the study also identifies a typology of four different paths to the girls’ identity and agency development: the Redirectors, the Reinventors, the Redefiners, and the Refugees. This typology is based on various ways and degrees to which the young women in this study authored the self as they negotiated the messages from the multiple figured worlds that they inhabit. The study seeks to counter sensationalist, criminalizing, and dooming narratives about Juárez youth, as well as stereotypical and objectifying depictions of Juárez women by offering a nuanced analysis of their experiences, perspectives, identities, and forms of agency. The study also seeks to offer a language of possibility and hope for urban schools and contexts of civil unrest through critical pedagogy. Advisors/Committee Members: Foley, Douglas E. (advisor), Valenzuela, Angela (committee member), Brown, Keffrelyn (committee member), Balli, Cecilia (committee member), Luykx, Aurolyn (committee member).

Subjects/Keywords: Juárez (Chihuahua, Mexico); Education for women; Education for girls; Critical pedagogy; Transformative education; Mexican American Border Region; Secondary education; Autophotography; Chicana; Hispanic women; Latina women

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APA (6^th Edition):

Cervantes-Soon, Claudia G., 1. (2011). Schooling in times of dystopia : empowering education for Juárez women. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3500

Chicago Manual of Style (16^th Edition):

Cervantes-Soon, Claudia G., 1974-. “Schooling in times of dystopia : empowering education for Juárez women.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3500.

MLA Handbook (7^th Edition):

Cervantes-Soon, Claudia G., 1974-. “Schooling in times of dystopia : empowering education for Juárez women.” 2011. Web. 18 Jan 2021.

Vancouver:

Cervantes-Soon, Claudia G. 1. Schooling in times of dystopia : empowering education for Juárez women. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3500.

Council of Science Editors:

Cervantes-Soon, Claudia G. 1. Schooling in times of dystopia : empowering education for Juárez women. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3500

9. Sturges, Keith M. The cultural production of the modern program evaluator in education.

Degree: PhD, Curriculum and Instruction, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-2689

► The Cultural Production of the Modern Program Evaluator in Education is a three-year critical ethnographic investigation of the identity production of program evaluators in education.… (more)

Subjects/Keywords: Identity production; Program evaluation; Critical ethnopgraphy; Educational evaluation

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APA (6^th Edition):

Sturges, K. M. (2011). The cultural production of the modern program evaluator in education. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2689

Chicago Manual of Style (16^th Edition):

Sturges, Keith M. “The cultural production of the modern program evaluator in education.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-2689.

MLA Handbook (7^th Edition):

Sturges, Keith M. “The cultural production of the modern program evaluator in education.” 2011. Web. 18 Jan 2021.

Vancouver:

Sturges KM. The cultural production of the modern program evaluator in education. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2689.

Council of Science Editors:

Sturges KM. The cultural production of the modern program evaluator in education. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2689

10. Kasun, Gail Sue. Transnational Mexican-origin families : ways of knowing and implications for schooling.

Degree: PhD, Curriculum and Instruction, 2012, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2012-05-5174

► Transnational Mexican-origin Families is a qualitative study of four working class, Mexican-origin families who resided in the metropolitan Washington, D.C. region and who also made… (more)

▼ Transnational Mexican-origin Families is a qualitative study of four working class, Mexican-origin families who resided in the metropolitan Washington, D.C. region and who also made return visits to Mexico at least every two years. Through critical ethnographic case studies, the researcher worked with the families for over two years in multi-sited ethnography, with locations in the U.S. and Mexico. The dissertation examines the following question: What are the ways of knowing of Mexican-origin transnational students and their families in the Washington, D.C. area, and how do these transnational families experience their ways of knowing regarding education in formal schooling contexts? Using transnational theory and Gloria Anzaldúa’s theory of conocimiento, or knowing, this study shows how transnational families’ ways of knowing are situated in three mutually-constituted domains. They are: 1) chained knowing, including the ways participants are chained to the Mexican-U.S. border and to their communities in Mexico and the U.S., 2) sobrevivencia or survivalist knowing, in terms of how the families both survive and thrive, highlighting what I call their “underdog mentality” as well as the matters of life and death on both sides of the border, and 3) Nepantlera knowing, or an in-between knowing, which allows for attempts at bridge buildings and creation of Third Spaces. In regards to schooling, the transnational aspects of these families’ lives remained hidden, despite the students’ eagerness to share about their transnationalism. Schools tended to respond to their transnational families along the “continuum of the comfortable,” or a line where schools increased their outreach to these families only moderately and only along their terms. The intention of this research is to disrupt assimilationist discourses about immigrants, particularly in light of the need to be able to navigate an increasingly globalized world. Preliminary findings suggest the need to begin to reframe immigrants as transnational, value their language heritages, disrupt the comfort of educators in their outreach to transnational families, and for educators, in particular, to learn to do the work of border crossing in their outreach to transnational families. Advisors/Committee Members: Urrieta, Luis (advisor), De Lissovoy, Noah (committee member), Foley, Douglas E. (committee member), Sánchez, Patricia (committee member), Valenzuela, Angela (committee member).

Subjects/Keywords: Transnationalism; Ways of knowing; Immigration; Mexicans; Biculturalism; Bilingualism; Epistemology

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APA (6^th Edition):

Kasun, G. S. (2012). Transnational Mexican-origin families : ways of knowing and implications for schooling. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5174

Chicago Manual of Style (16^th Edition):

Kasun, Gail Sue. “Transnational Mexican-origin families : ways of knowing and implications for schooling.” 2012. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2012-05-5174.

MLA Handbook (7^th Edition):

Kasun, Gail Sue. “Transnational Mexican-origin families : ways of knowing and implications for schooling.” 2012. Web. 18 Jan 2021.

Vancouver:

Kasun GS. Transnational Mexican-origin families : ways of knowing and implications for schooling. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5174.

Council of Science Editors:

Kasun GS. Transnational Mexican-origin families : ways of knowing and implications for schooling. [Doctoral Dissertation]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5174

11. Hillis, Craig Dwight. The Austin music scene in the 1970s : songs and songwriters.

Degree: PhD, American Studies, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-08-4300

► In the early 1970s a collection of singer-songwriters, musicians, and music business operatives captured the imagination of a national audience and launched Austin's reputation as… (more)

▼ In the early 1970s a collection of singer-songwriters, musicians, and music business operatives captured the imagination of a national audience and launched Austin's reputation as a powerful and prolific international music scene. At the beginning of this seminal decade, the songs, the sounds, and the identities that took shape in Austin's music venues, studios, and back rooms gained traction in the national marketplace by cultivating a cross-cultural, cross-generational musical hybrid that came to be known as "progressive country." This dissertation tells the story of this music scene and explains why it's a story worth recounting in the course of American popular culture. The story begins by focusing on the meaning and utility of a music scene. To this end, I review a series of scholarly scene studies in an attempt to identify common currents of "sceneness" that I contrast with my findings as a participant observer in the Austin musical scene from 1967 to the present. The study then surveys the extant sources on Austin's music history, a commonly accepted history that I'm calling the "creation myth." This "myth" is expanded by introducing new voices, new interpretations, and new developments that have been under emphasized or overlooked in previous accounts. This analysis establishes the foundation for the unifying theme of this study, a theme based on the seminal significance, power, and durability of the song in the Austin music scene. The song was the driving force behind Austin's remarkable climate of musical creativity. The study then focuses on the local scene of the late 1960s as a precursor to the decade of the singer-songwriters. This was a highly productive era in Austin's creative history and although overshadowed by the popular splash of the 1970s, this period provided the underpinnings for music making in Austin for years to come. In the next section, the song is revisited by examining its history and its role in Western culture. Stated simply, songs are important—songs matter. They may mean different things to different people and play different roles in different societies, but they are an essential component of civilization. The discussion then expands from the efficacy of the popular song to the essence of their creators by examining the early professional careers of three prominent Austin-based songwriters—Steven Fromholz, Michael Martin Murphey and Jerry Jeff Walker. Weighing the differences in their respective styles and considering their commonalities help illuminate the process by which the song permeated the creative fabric of the period. The dissertation then explores the creative output of the Austin music scene by focusing on what I'm calling "cultural products." Certainly the songs of the era are prime examples of cultural products and are addressed throughout the dissertation. In this final segment however, I single out four examples of cultural products that are rooted in the 1970s that have either played a notable role in the historical current of Austin music or… Advisors/Committee Members: Smith, Mark C. (advisor), Meikle, Jeffrey L. (committee member), Stott, William M. (committee member), Miller, Karl H. (committee member), Foley, Douglas E. (committee member), Mooney, Kevin (committee member).

Subjects/Keywords: Austin; Music scene; 1970s; Songs; Songwriters

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APA (6^th Edition):

Hillis, C. D. (2011). The Austin music scene in the 1970s : songs and songwriters. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4300

Chicago Manual of Style (16^th Edition):

Hillis, Craig Dwight. “The Austin music scene in the 1970s : songs and songwriters.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-08-4300.

MLA Handbook (7^th Edition):

Hillis, Craig Dwight. “The Austin music scene in the 1970s : songs and songwriters.” 2011. Web. 18 Jan 2021.

Vancouver:

Hillis CD. The Austin music scene in the 1970s : songs and songwriters. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4300.

Council of Science Editors:

Hillis CD. The Austin music scene in the 1970s : songs and songwriters. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4300

12. Milk, Christopher Lee. Narrating racial ideologies : an ethnography of relational organizing at a working class Latino elementary school in Texas: Ethnography of relational organizing at a working class Latino elementary school in Texas.

Degree: PhD, Curriculum and Instruction, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-12-4488

► The purpose of this research was to document how racial ideologies were expressed in relational organizing practices in a working class Latino Elementary school in… (more)

Subjects/Keywords: Education; Community organizing; Race; Racial narratives

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APA (6^th Edition):

Milk, C. L. (2011). Narrating racial ideologies : an ethnography of relational organizing at a working class Latino elementary school in Texas: Ethnography of relational organizing at a working class Latino elementary school in Texas. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4488

Chicago Manual of Style (16^th Edition):

Milk, Christopher Lee. “Narrating racial ideologies : an ethnography of relational organizing at a working class Latino elementary school in Texas: Ethnography of relational organizing at a working class Latino elementary school in Texas.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-12-4488.

MLA Handbook (7^th Edition):

Milk, Christopher Lee. “Narrating racial ideologies : an ethnography of relational organizing at a working class Latino elementary school in Texas: Ethnography of relational organizing at a working class Latino elementary school in Texas.” 2011. Web. 18 Jan 2021.

Vancouver:

Milk CL. Narrating racial ideologies : an ethnography of relational organizing at a working class Latino elementary school in Texas: Ethnography of relational organizing at a working class Latino elementary school in Texas. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4488.

Council of Science Editors:

Milk CL. Narrating racial ideologies : an ethnography of relational organizing at a working class Latino elementary school in Texas: Ethnography of relational organizing at a working class Latino elementary school in Texas. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4488

13. Brown, Amy Elizabeth, 1979-. Strings attached : performance and privatization in an urban public school.

Degree: PhD, Anthropology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3215

► This dissertation breaks new ground in qualitative educational research by looking closely at the community and curricula of a well-resourced seven-year-old public high school in… (more)

▼ This dissertation breaks new ground in qualitative educational research by looking closely at the community and curricula of a well-resourced seven-year-old public high school in a New York City borough, which I call the Legal Studies Academy (LSA). This school created its own nonprofit organization in order to accrue private donations. Its most important “funder and founder” is an elite Manhattan law firm. The relationship between the firm and the school is emblematic of the direction that many urban public schools in the United States are moving: toward increased dependence on private funds to secure the resources deemed necessary for quality twenty-first century education (Anyon 1997; Lipman 2004; 2005). My project explores how the privatization of public institutions affects definitions of social justice and good education in the United States. I document the ways that students and teachers in the LSA community both reproduce and contest school norms. My methods in this two-year study included: teacher-research, participant observation of teachers and students, extensive interviews with teachers, students and parents, conduct of a summer book club / cultural circle, and analysis of data from a schoolwide student questionnaire. I also examine materials the school uses to solicit donations from its funders in relation to cultural constructions of urban students and their teachers in literature and the media. I explore what students’ and teachers’ daily practices of resistance or conformity to these cultural constructions might reveal about the place of democracy, humanization, character education, and critical pedagogy in U.S. public schools that depend on private or corporate philanthropists for resources. This ethnography nuances the often polarized debate around issues of achievement in education in the context of the demands of a global economy by documenting how the daily practices of students, families and teachers reflect on a social structure of education and achievement that, in the United States, ever more unequivocally aligns one’s identity and success with marketability. On a larger scale, it inspires critical questions about the place of democracy and citizenship as juxtaposed with inequities furthered by global racial capitalism. Advisors/Committee Members: Foley, Douglas E. (advisor), Gordon, Edmund T. (committee member), Costa Vargas, Joao H. (committee member), Brown, Keffrelyn (committee member), Bryce, Nadine (committee member).

Subjects/Keywords: Race and education; Neoliberalism and education; School choice; Economics of education; Urban schools; Deficit discourse; Education and social justice

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APA (6^th Edition):

Brown, Amy Elizabeth, 1. (2011). Strings attached : performance and privatization in an urban public school. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3215

Chicago Manual of Style (16^th Edition):

Brown, Amy Elizabeth, 1979-. “Strings attached : performance and privatization in an urban public school.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3215.

MLA Handbook (7^th Edition):

Brown, Amy Elizabeth, 1979-. “Strings attached : performance and privatization in an urban public school.” 2011. Web. 18 Jan 2021.

Vancouver:

Brown, Amy Elizabeth 1. Strings attached : performance and privatization in an urban public school. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3215.

Council of Science Editors:

Brown, Amy Elizabeth 1. Strings attached : performance and privatization in an urban public school. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3215

University of Texas – Austin

14. Anderson, Kimberly Susan. Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227.

Degree: PhD, Anthropology, 2003, University of Texas – Austin

URL: http://hdl.handle.net/2152/435

► This dissertation is an exploration of the politics of cultural citizenship in California as manifested on the terrain of debates about bilingual education policy and… (more)

▼ This dissertation is an exploration of the politics of cultural citizenship in California as manifested on the terrain of debates about bilingual education policy and practice. A multisited ethnography, I followed the politics of cultural citizenship across two sites: locally amongst African-American, Latino and white school community members on a South Central Los Angeles elementary campus and nationally in popular media discourses. I tracked how people talked about and negotiated dynamics of belonging, solidarities and borders, and access to rights, voice, and opportunity. A longitudinal study, I first conducted research in 1996 as the local school dealt with rapid demographic change and the institutionalization of a Spanish-English bilingual program. In 1998-2000 I returned to follow the implementation of California's controversial "English For The Children" Proposition 227. I examined how discourses about language/s in school were coconstitutive with those about immigration, race, culture, nation and struggle for material gain; and how these discourses and policy agendas were complex and shifting across local and national contexts. As a teacher in the school community before and during research I provide an insider's reflections on these heady times of social and pedagogical change, and an account of the activist projects I undertook to facilitate community dialogue about policy, practice and struggles for cultural citizenship. This dissertation contributes to knowledge about key dimensions of cultural citizenship: about how people imagine community and each others' places within it across local and national sites; about the co-constructed nature of lived experiences of and discourses about language, race, nation/immigration, culture and material competition; and about relationships to policy as both received mandate and local cultural-pedagogical resource—and the implication of these for struggles for equity. It contributes to work in critical studies of cultural production in schools; to work on language, race, ideology and power; and to literature in "native" anthropology and activist/teacher research. It pushes educators, anthropologists and policy makers to consider bilingual education as more than just a "Latino issue," but as a complex constellation of interests and practices at play as communities become increasingly diverse across multiple axes of difference/connection and as they negotiate what the socially legitimate means and ends of the collective are to be, and whose knowledge is of most worth. Advisors/Committee Members: Foley, Douglas E. (advisor), Strong, Pauline Turner (advisor).

Subjects/Keywords: Education, Bilingual – California; Education, Bilingual – Law and legislation – California; California – Proposition 227 (1998); Politics and culture – California

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APA (6^th Edition):

Anderson, K. S. (2003). Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/435

Chicago Manual of Style (16^th Edition):

Anderson, Kimberly Susan. “Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227.” 2003. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/435.

MLA Handbook (7^th Edition):

Anderson, Kimberly Susan. “Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227.” 2003. Web. 18 Jan 2021.

Vancouver:

Anderson KS. Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2003. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/435.

Council of Science Editors:

Anderson KS. Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227. [Doctoral Dissertation]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/435

University of Texas – Austin

15. Gabrielson, Tatiana Nikolayevna. Propaganda of Romani culture in post-Soviet Ukraine.

Degree: PhD, Curriculum and Instruction, 2006, University of Texas – Austin

URL: http://hdl.handle.net/2152/2463

► This dissertation explored the collective experience of Romani educational and cultural leaders in Post-Soviet Ukraine, investigating how far and through what mediating structures they have… (more)

Subjects/Keywords: Romanies – Ukraine; Romanies – Ukraine – Ethnic identity; Cultural pluralism – Ukraine; Ukraine – Social policy; Romanies in popular culture – Ukraine; Social change – Ukraine

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gabrielson, T. N. (2006). Propaganda of Romani culture in post-Soviet Ukraine. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/2463

Chicago Manual of Style (16^th Edition):

Gabrielson, Tatiana Nikolayevna. “Propaganda of Romani culture in post-Soviet Ukraine.” 2006. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/2463.

MLA Handbook (7^th Edition):

Gabrielson, Tatiana Nikolayevna. “Propaganda of Romani culture in post-Soviet Ukraine.” 2006. Web. 18 Jan 2021.

Vancouver:

Gabrielson TN. Propaganda of Romani culture in post-Soviet Ukraine. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2006. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/2463.

Council of Science Editors:

Gabrielson TN. Propaganda of Romani culture in post-Soviet Ukraine. [Doctoral Dissertation]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/2463

University of Texas – Austin

16. Nguyễn, Thu Sương Thị. "They don't even know what Vietnam is!": the production of space through hybrid place-making and performativity in an urban public elementary school.

Degree: PhD, Educational Administration, 2006, University of Texas – Austin

URL: http://hdl.handle.net/2152/2781

Subjects/Keywords: Multicultural education – Texas – Case studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nguyễn, T. S. T. (2006). "They don't even know what Vietnam is!": the production of space through hybrid place-making and performativity in an urban public elementary school. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/2781

Chicago Manual of Style (16^th Edition):

Nguyễn, Thu Sương Thị. “"They don't even know what Vietnam is!": the production of space through hybrid place-making and performativity in an urban public elementary school.” 2006. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/2781.

MLA Handbook (7^th Edition):

Nguyễn, Thu Sương Thị. “"They don't even know what Vietnam is!": the production of space through hybrid place-making and performativity in an urban public elementary school.” 2006. Web. 18 Jan 2021.

Vancouver:

Nguyễn TST. "They don't even know what Vietnam is!": the production of space through hybrid place-making and performativity in an urban public elementary school. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2006. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/2781.

Council of Science Editors:

Nguyễn TST. "They don't even know what Vietnam is!": the production of space through hybrid place-making and performativity in an urban public elementary school. [Doctoral Dissertation]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/2781

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