Overview

School differentiates students-and provides differential access to various human and material resources-along a range of axes: from elected subjects and academic achievement to ethnicity, age, gender, or the language they speak. These categorizations, affected throughout the world by neoliberal reforms that prioritize market forces in transforming educational institutions, are especially stark in societies that recognize their bi- or multicultural makeup through bilingual education. A small town in Aotearoa/New Zealand, with its contemporary shift toward official biculturalism and extensive free-marketization of schooling, is a prime example. Set in the microcosm of a secondary school with a bilingual program, this important volume closely examines not only the implications of categorizing individuals in ethnic terms in their everyday life but also the shapes and meaning of education within the discourse of academic achievement. It is an essential resource for those interested in bilingual education and its effects on the formations of subjectivities, ethnic relations, and nationhood.

Full Product Details

Author:   Neriko Musha Doerr
Publisher:   Berghahn Books
Imprint:   Berghahn Books
Volume:   v. 6
Weight:   0.463kg
ISBN:  

9781845456092

ISBN 10:   1845456092
Pages:   242
Publication Date:   01 July 2009
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

List of tables List of maps Acknowledgments List of abbreviations Chapter 1. Introduction Chapter 2. Shifting terrains: Aotearoa/New Zealand's changing nationhood Chapter 3. Categorizing: Changing official regimes of difference in Aotearoa/New Zealand Chapter 4. Inhabiting Waikaraka High School Chapter 5. Sorting: Tracking system and production of meanings Chapter 6. Calling it separatist: On conflating two regimes Chapter 7. Imagining failure : The illusion of Maori under-achievement Chapter 8. Laughing: Language politics in the classroom Chapter 9. Laughing globally: Creation of alliances and globally homologous Chapter 10. Dancing: Cultural performance and nationhood Chapter 11. Conclusion and departure Bibliography Index

Reviews

Based on research undertaken at a time of neoliberal reform in the 1990s, when middle-class Asian students from other countries entered into New Zealand's particular ethnic mix of native students from Maori and Pakeha (European settlers) backgrounds...and written in an accessible yet rigorous style, [this study] engages with a wide range of theories regarding the function of modern education...Along the way, Neriko Doerr provides many delightfully surprising insights that promise to reframe bilingual education in other national settings. * John Borneman, Princeton University [R]elevant to a far wider audience than those concerned with New Zealand. The issues of multiculturalism, biculturalism, language teaching in school, national policies about identity as experienced by teachers, students, administrators, etc., are issues of very general interest, particularly in the United States where all that is attempted in New Zealand is open for debate. In every way, Dr. Doerr's book is exemplary of what makes anthropology essential for developing our knowledge and reforming our policies. * Herve Varenne, Columbia University

Author Information

Neriko Musha Doerr earned a PhD in anthropology from Cornell University. Her publications have appeared in a number of journals. She currently teaches cultural anthropology at Brookdale Community College, New Jersey.

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