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Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, by Angela Valenzuela
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Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth."
- Sales Rank: #30145 in Books
- Color: Other
- Brand: Brand: State University of New York Press
- Published on: 1999-10
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 6.00" w x .75" l, 1.05 pounds
- Binding: Paperback
- 288 pages
- Used Book in Good Condition
Review
Valenzuela s thoughtful and thorough analysis of Latino/a students experiences in a large urban school powerfully defines the educational challenges facing Latino immigrant and U.S.-born youth and outlines important elements for transforming their academic experiences. Harvard Educational Review
Professor Valenzuela s book suggests what has to change fundamentally for real reform to occur. This ethnography highlights teacher practices that need to be emulated and rewarded. There are models for becoming an effective teacher with Latino/a and other minority students. Overall Subtractive Schooling is a valuable text that is certain to become a standard in sociology courses in the areas of education, race and ethnicity, and Latino/a studies. Contemporary Sociology
What gives credibility to Valenzuela s powerful account is excellent ethnohistorical documentation and a profound knowledge of youth s thought processes. The selection of eloquent and vivid descriptions of the relationships between students and teachers or counselors permits the reader to internalize, from the students perspective, the meaning of institutional neglect, hostility, and prejudice on the part of school personnel. Qualitative Studies in Education
every government representative, whether at the local, state, or federal level, including the President of the United States, should read this book. Maybe then subtractive schooling would be seen for what it is really worth by people who have the power to subtract it from American society, and to replace it with policies of bilingualism and biculturalism. Bilingual Education and Bilingualism
In focusing her attention on caring Valenzuela provides an important vantage point from which to consider and understand the implications of educational policies and practices designed to move youngsters into the so-called American mainstream. Anthropology and Education Quarterly
a powerful and important addition to the literature on multi-cultural secondary schooling Subtractive Schooling greatly increases our understanding of the intricate complexity of ethnicity and schooling practices. At the same time, it provides a model for a more authentically caring approach to ethnography as well as a more authentically caring style of teaching. Bilingual Research Journal
groundbreaking Race and Pedagogy Project
Subtractive Schooling is an astonishing book. It focuses unblinkingly on the harsh underbelly of the American educational tradition a history that begins with Indian Boarding Schools where youngsters were systematically stripped of their language, their spiritual practices, their families and communities, and continues today in many urban schools where nothing about students families, communities, or experiences is deemed worthy by officials of constructing a meaningful educational practice. It adds important detail and description of a process that attempts to break children as a prerequisite to teaching them.
While the concept of caring in schools has become a banal cliche, a tabula rasa upon which anyone democratic or authoritarian, progressive or reactionary can scribble anything at all, Angela Valenzuela rescues the concept from complete vacuousness and insists on caring as linked to social justice, caring as political. Valenzuela has done important work that, if taken seriously, can save lives. William Ayers
The strong, beautiful writing in this book should be a potent antidote to the enormous tide of shallow propaganda coming from the English only forces. It s a powerfully documented work of scholarship, but wonderfully accessible and richly interwoven with affectionate and vivid narrative. I hope it s given the attention it deserves. Jonathan Kozol
This beautifully written book provides powerful documentation of the conditions under which many children of color try to get an education in this country. It should be read by both educators and policy-makers. And then something should be done! Nel Noddings, Lee Jacks Professor of Education, Emerita, Stanford University and Professor of Philosophy and Education, Teachers College, Columbia University
Valenzuela s credible first-hand account of the struggles of Mexican and Chicano high school students brings about a better understanding of underachievement of Latino youth, their feeling of neglect, and their call for help. This volume is a solid sociological study beyond conventional quantitative analysis. It brings the readers into the school and makes them feel in their own flesh the dilemma faced by Latino high school students. An extraordinary contribution; one of a kind. A volume that must be read by teachers and researchers alike. Henry Trueba, coeditor of Ethnic Identity and Power"
From the Author
Angela Valenzuela received the Outstanding Book Award for her book entitled: Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring at the American Educational Research Association's Annual Meeting held in New Orleans, Louisiana, April 24-28th. The Award was established for the best book-length publication in educational research and development. To be considered for the Award, a book must be concerned with the improvement of the educational process through research or scholarly inquiry and must have a research base. The author or another scholar may nominate a book as specified in the Educational Researcher journal received by all AERA members. Committee Chair, P. David Pearson of Michigan State University will present Dr. Valenzuela with the Award. Among past recipients of the Award are: Stephen Jay Gould and Carol Gilligan; James C. Coleman and Thomas Hoffer; Burton R. Clark and David F. Labaree; David Tyack, Elizabeth Hansot, Teun A. Van Dijk, and Idit Harel; Joan DelFattore and Jonathan Kozol; and David C. Berliner and Bruce Biddle.
The book was selected because, according to P. David Pearson, the head of the selection committee, "It takes a provocative cluster of issues in American education -- race, power, and language -- beyond the usual rhetoric and adopts a fresh and thoughtful perspective." It also uses a complex array of methodological tools to address a complex issue. Most important, the voice of the researcher is clear, strong, and compelling. "This is a book that dares you to read it," Pearson added, "and once inside, it will not let you go until you have finished it."
--American Educational Research Association Press Release, April 26, 2000
About the Author
Angela Valenzuela is Professor in Curriculum and Instruction and Center for Mexican American Studies at the University of Texas, Austin.
Most helpful customer reviews
24 of 26 people found the following review helpful.
An Ethnographic Equation: The Politics of Caring/Schooling
By Joey Rodriguez
Dr. Valenzuela's research compels me to continue my work in critical theory and ethnography. SUBTRACTIVE SCHOOLING contributes to the dialogue on the education and schooling of U.S.-Mexican youth. Moreover, the study can extend to the schooling and education of Latinas and Latinos in the United States. Our schooling demands struggle for survival both within and beyond the classroom/school setting, especially when the curriculum is lifeless and irrelevant to students' immediate reality.
Clearly, Dr. Valenzuela spent time with the students and school culture at Seguin High, documenting the push and pound urban students encounter to succeed. Researchers in education rarely document the daily struggles of U.S.-Mexican high school students, but Dr. Valenzuela succeeds in presenting their story, their plight, their journey, their turmoil against uncaring bureaucracies. She does this with respect for the students' voices and naming of their schooling experiences as expressed through critical research and an insightful ethnographic equation. Dr. Valenzuela's research reminds educators, learners, and researchers that they must reconsider their politics and practices of caring when working with young students and thinkers of Mexican origin.
9 of 10 people found the following review helpful.
The problem with education
By Maya
Valenzuela presents us with a study of both U.S. born and Mexican born students within American public schools. She is sincere, honest, and thorough. She studies teacher-student dynamics, and how many students are given the impression that teachers do not care how they fare in school. She also studies rifts between U.S. born and Mexican born students and the effect it has on both groups. She also brings up a very important issue about Mexican students who refuse to excel academically. She is the first person I've read who accurately labels this as "passive resistance". This is VERY IMPORTANT, because a lot of people have misconceptions about why many of us Mexicans do not perform well in school.
She uses student quotes and classroom observations to illustrate what these students are feeling and experiencing. It's obvious that the students trusted and respected her, and that she felt the same about them. Valenzuela does an excellent job here and I think all teachers should read this to get a better understanding of their students.
5 of 7 people found the following review helpful.
Very readable, as well
By Stephen C. Huey
From the other reviews, you know her book won an award and what it's about, so let me also say in case you're debating about buying it that it's written in a very readable style. I feel it's more interesting (or easier to keep going in) than a lot of sociology books that get tiring after a while. She has plenty of interestingly written snapshots of conversations and details of life in the school, and I particularly enjoyed the fact that she tended to give us the student responses in both Spanish and English. I learned a lot of cool nuances in the language that way!
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