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Essay on Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring by Angela Valenzuela
Angela Valenzuela is an associate professor in Education and Mexican American Studies at the University of Texas at Austin. Her book, Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring lately won the American Educational Research Association’s Outstanding Book Award. At this point in time, Dr. Valenzuela is involved in a research project studying the perception of additive schooling with a focus on effective teaching practices with respect to Latino youth located in reform-oriented, inner-city Houston schools. Even though teaching is regarded as "'women's work," few calls for change in the multicultural and social justice literature focuses attention on the teaching self as a socially constructed gendered identity. Given Black women's prominence in this literature as successful educators of students underserved in contemporary schools, the author suggests connections between their pedagogy and an empowered female self that transgresses many historical and contemporary mainstream feminine beliefs and ways of being. Drawing on the work of womanist scholars explicating Black women's epistemological standpoint, the author analyzes data from a life history interview study with six Black teachers committed to social justice. Findings suggest three womanist stances shaping the teachers' acknowledgment of social ills, resistance to complicity within educational systems, and belief in the possibility of social change. The author concludes the article by raising gender-related questions to guide the reinvention and unlearning called for by the educational social justice literature.
Subtractive Schooling provides a structure 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.............
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