Navigating Borders
- 系列名：Counterpoints: Studies in the Postmodern Theory
- ISBN13：9781433112614
- 替代書名：Navigating Borders
- 出版社：Peter Lang Pub Inc
- 作者：Ricardo Castro-salazar; Carl Bagley (CON)
- 裝訂／頁數：平裝／267頁
- 規格：22.2cm*15.2cm*1.9cm (高/寬/厚)
- 出版日：2012/05/01
定 價：NT$ 2585 元
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Bagley (educational sociology, Durham U.) presents a counter-history of undocumented students living in the US, particularly in Arizona. He highlights a narrative of success otherwise not seen in the media and contextualizes it from the perspective of critical race theory and the history of Mexican immigration in general. The first of two halves frames this counter history in terms of a critical appraisal of the "master narrative" of American history and educational challenges facing Mexican-American students. The second half provides the meat of this counter-history with several students' personal experiences, highlighting those factors educational institutions can target to best serve them. He concludes with a chapter examining the role art can and has played in publicizing and promoting immigrant experiences. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Ricardo Castro-Salazar (EdD) is Associate Researcher, Center for Latin American Studies at the University of Arizona and Professor of History and Political Sciences at Pima College, where he has been Executive Assistant to the chancellor and dean. He holds graduate degrees from universities in Holland, Mexico, the United Kingdom, and the United States. He has published and presented research on immigration issues.
Carl Bagley (PhD FRSA) is Director of Postgraduate Research and Professor of Educational Sociology at the Durham University School of Education in the United Kingdom, where his research interests encompass educational policy and critical arts-based approaches to educational research. He is co-editor of the book Dancing the Data (Peter Lang, 2002).
Carl Bagley (PhD FRSA) is Director of Postgraduate Research and Professor of Educational Sociology at the Durham University School of Education in the United Kingdom, where his research interests encompass educational policy and critical arts-based approaches to educational research. He is co-editor of the book Dancing the Data (Peter Lang, 2002).
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