Ellen Bigler - American conversations: Puerto Ricans, white ethnics, and multicultural education
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American Conversations : Puerto Ricans, White Ethnics, and Multicultural Education Puerto Rican Studies
author
:
Bigler, Ellen.
publisher
:
Temple University Press
isbn10 | asin
:
1566396883
print isbn13
:
9781566396882
ebook isbn13
:
9780585364575
language
:
English
subject
Multicultural education--United States, Multiculturalism--United States, Puerto Rican children--Education (Middle school)--New York (State)--Case studies, Education, Bilingual--New York (State)--Case studies, Puerto Ricans--New York (State)--Social condit
publication date
:
1999
lcc
:
LC1099.3.B477 1999eb
ddc
:
370.117/0973
subject
:
Multicultural education--United States, Multiculturalism--United States, Puerto Rican children--Education (Middle school)--New York (State)--Case studies, Education, Bilingual--New York (State)--Case studies, Puerto Ricans--New York (State)--Social condit
Page i
American Conversations
Page ii
In the Puerto Rican Studies series, edited by Luz del Alba Acevedo, Juan Flores, and Emilio Pantojas-Garca
Page iii
American Conversations
Puerto Ricans, White Ethnics, and Multicultural Education
Ellen Bigler
Page iv
Temple University Press, Philadelphia 19122 Copyright 1999 by Temple University All rights reserved Published 1999 Printed in the United States of America
The paper used in this publication meets the requirements of the American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48-1984
Library of Congress Cataloging-in-Publication Data
Bigler, Ellen American conversations: Puerto Ricans, white ethnics, and multicultural education / Ellen Bigler. p. cm. (Puerto Rican studies) Includes bibliographical references and index. ISBN 1-56639-687-5 (alk. paper). ISBN 1.56639-688-3 (paper: alk. paper) 1. Multicultural educationUnited States. 2. Multiculturalism United States. 3. Puerto Rican childrenEducation (Middle school)New York (State)Case studies. 4. Education, Bilingual New York (State)Case studies. 5. Puerto RicansNew York (State)Social conditionsCase studies. 6. New York (State) Race relationsCase studies. 7. Educational changeNew York (State)Case studies. I. Title. II. Series. LC1099.3.B477 1999 370.117'0973dc21 98-42317
Page v
Our public schools have, by any reasonable standard, enjoyed great success.... Masses of immigrants, the poor, the illiterate have been educated and, through education, have achieved unprecedented upward mobility. Albert Shanker (1971), president of the United Federation of Teachers
What if the narrative of other ethnic group progress through the schools is a legend and the institutions of economic and political advancement have never served more than a favored few, compelling large numbers to live in poverty and social discrimination? Colin Greer (1972:25), educational historian
Page vii
Contents
Acknowledgments
ix
Introduction: Talking "American"
1
1 The Making of Arnhem, the "Friendly City"
20
2 Marginality, Mobility, and the Melting Pot
32
3 Puerto Ricans Enter a Racialized Social Order
57
4 Telling Stories
81
5 Dangerous Discourses
119
6 Inclusion and Exclusion in the Classroom
162
7 After/Words
225
Notes
243
Bibliography
255
Index
277
Page ix
Acknowledgments
So many people deserve mention for the part they played in bringing this book to fruition. I want to first thank the people of Arnhem who gave so freely of their time, but who necessarily have been given pseudonyms and will remain nameless. The willingness of community members to share their time with an outsider, and the cooperation of school administrators and Arnhem teachers in opening their school and classroom doors to me, made this book possible. I hope that I have done justice to them in representing their thoughts and concerns on the many issues addressed here.
I had the good fortune of working with an excellent dissertation committee and supportive faculty at the University at Albany, State University of New York, during the early phases of this project. James Collins deserves special recognition for his invaluable intellectual guidance and support, and his dedication to mentoring his students so well. Among other things, he taught me to think more critically about the educational institutions I have been immersed in for virtually my entire life. Emilio Pantojas-Garca and Virginia Snchez Korrol (at City University of New York) guided me toward a fuller understanding of the Puerto Rican experience in the United States. Gail Landsman provided unflagging encouragement and constructive guidance, as did Walter Zenner.
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The paper used in this publication meets the requirements of the American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48-1984