| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434064 |
| 005 | | 20200226135946 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392825471 |
| 035 | |
▼a (MiAaPQ)AAI22615816 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Stone, Theresa Amalia. |
| 245 | 10 |
▼a Emplacing White Possessive Logics: Socializing Latinx Youth into Relations with Land, Community, and Success. |
| 260 | |
▼a [S.l.]:
▼b University of California, Berkeley.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 181 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-05, Section: A. |
| 500 | |
▼a Advisor: Baquedano-Lopez, Patricia. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Berkeley, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a This dissertation examines the logics and relations that Latinx youth are socialized into via a college preparation program from a settler colonial studies perspective. An ethnographic project drawing upon critical place inquiry and language socialization approaches, it features data from platicas and interviews, participant observation, and a multi-sited place project, building upon youths' and educators' readings and navigations of their social worlds. It contends that white possessive logics (Moreton-Robinson, 2015) were enacted through a series of classificatory technologies of control which shifted in response to efforts by local educators to employ educational structures and practices that countered them. Further, it examines the navigation of the settler-native-slave triad by Latinx youth, as their status as exogenous others positioned them as not-quite-yet determined within this structure. This dissertation argues that the precarity and tenuousness of life shaped by racialized and gendered vulnerabilities made aspiring towards normative visions of success a (non)option for those given the opportunity to do so. Finally, it describes the complex and at times conflicting relations with Land, community, and success that Bridge Program youth were socialized into, arguing that, ultimately, the relations embedded therein limit the potential for such a program to produce significant changes to the structural inequities of the U.S. nation-state. In all, this dissertation underscores that college-going pathways and the attainment of higher education are always embedded within the white supremacist, settler colonial nation-state, and cannot be the primary strategy for racialized peoples' liberation, despite its championing by liberal multicultural approaches to social change. |
| 590 | |
▼a School code: 0028. |
| 650 | 4 |
▼a Hispanic American studies. |
| 650 | 4 |
▼a Educational sociology. |
| 690 | |
▼a 0737 |
| 690 | |
▼a 0340 |
| 710 | 20 |
▼a University of California, Berkeley.
▼b Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-05A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0028 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493338
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |