Tropological Densities: An Existential Psychoanalytic Ethnography of a Title I School in New York City.

详细信息   

• 作者：Parker ; Darian Marcel.
• 学历：Ph.D.
• 年：2013
• 导师：Clarke, Kamari,eadvisorAllen, Tafariecommittee memberLewis, Tysonecommittee member
• 毕业院校：Yale University
• Department：Anthropology and African American Studies
• ISBN：9781303297113
• CBH：3571917
• Country：USA
• 语种：English
• FileSize：11129143
• Pages：280

文摘

To date, most of the scholarship concerning the No Child Left Behind NCLB) Act of 2001 and its impact on urban education has focused on how the legislation compromises the academic achievement of students in Title I schools, establishments deemed to have a high preponderance of ethnic minority students from socially disadvantaged backgrounds. Yet, what has been all but completely ignored are the ways that children actually experience and live within these academically, fiscally and emotionally impoverished pedagogical environments. Based upon nine months of fieldwork in a New York City middle school, referred to as "The Academy", the present monograph addresses this theoretical absence by asking the following questions: How do students experience their school? Who do they become as a result of these experiences? The organization of the monograph is as follows. The introduction offers some preliminary remarks about how I came to the project, the proceeds to an overview of the argument and each subsequent chapter. Part I consists of two chapters. The first of these, Chapter 1, outlines my theoretical framework for an existential psychoanalytic anthropology of urban education. Chapter 2 provides a historical context for NCLB and high-stakes accountability policies. Here, I situate the law within the racial history of the United States, with particular focus on a series of legislative interventions that began in the 19th century with Plessy vs. Ferguson. Finally, I consider how the emphasis on high-stakes accountability testing is the direct outcome of 20th century electoral politics and international competition. Part II records my ethnographic findings. Chapter three describes the methods and the methodological theories that I deployed before, during and after my entry into the field. This chapter also indicates some critical obstacles that I faced at various phases of the research process. Chapters four through nine comprise the ethnographic bulk of the work. The first five of these chapters investigates the complex webs of intersubjective experience and being- formation within The Academy. The portrait that emerges is of a school in which racist assumptions serve to negate the very worth of its predominantly black and Latinao) student population. Chapter nine, the final ethnographic chapter, is an inquiry into the DOEs efforts to close Community Elementary School, a Title I institution in New York City. Observing several meetings between DOE representatives and the members of the community allowed me, in a sense, to retroactively and allo-topographically observe the events leading up to the decision to close The Academy. The ultimate conclusion of this chapter is that NCLB, which creates the very conditions for failure, services urban gentrification efforts for the ultimate fulfillment of the chain of signifiers in the symbolic order&mdash；the entire community becomes "expendable" and hence non-existent. Chapter ten offers some recommendations for how an existential psychoanalytic anthropological praxis might revise juridical discourses surrounding education, educational policy, and national systems of educational accountability.