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Shifting racial stereotypes in late adolescence: Heterogeneous resources for developmental change in the New Latino Diaspora
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In: Language and Communication 46 (2016), 51-61
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IDS Bibliografie zur Gesprächsforschung
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Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
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In: GSE Faculty Research (2014)
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Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
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In: GSE Faculty Research (2014)
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Life as a Chord: Heterogeneous Resources in the Social Identification of One Migrant Girl
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Life as a Chord: Heterogeneous Resources in the Social Identification of One Migrant Girl
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In: GSE Faculty Research (2013)
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Beyond Macro and Micro in the Linguistic Anthropology of Education
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In: GSE Faculty Research (2012)
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The Production of Relevant Scales: Social Identification of Migrants During Rapid Demographic Change in One American Town
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In: GSE Faculty Research (2012)
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Abstract:
This essay explores the question of relevant scale: which of the many potentially relevant processes – from interactional through local through global, from nearly instantaneous through those emergent over months, years or centuries – in fact contributes to social identification in any given case, and how do these heterogeneous processes interrelate? Contemporary answers to this question have moved beyond the détente of the “micro-macro dialectic,” in which purportedly homogeneous “macro” processes constrain events and actions, while being simultaneously constituted by “micro” events and actions. We review contemporary work on these issues, with particular reference to the use of language in social identification, and we argue that an adequate account must go beyond “micro” and “macro.” We illustrate our argument with data from a seven-year ethnographic project in an American town that has received thousands of Mexican immigrants over the past decade, focusing on two types of narratives that residents tell about immigrants: stories about “payday muggings” in which immigrants are victimized, and stories about the town's historical trajectory and immigrants' role in it. These narratives emerge and move across different scales, and they are an important resource for residents as they socially identify themselves and others.
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Keyword:
and Multicultural Education; Anthropology; Bilingual; Education; Language and Literacy; micro-macro; migrants; Multilingual; narratives; Social and Cultural Anthropology; social identification; Teaching and Learning; timescale
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URL: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1270&context=gse_pubs https://repository.upenn.edu/gse_pubs/248
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Sobresalir : Latino Parent Perspectives on New Latino Diaspora Schools
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In: GSE Faculty Research (2012)
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Helping Immigrants Identify as "University-Bound Students": Unexpected Difficulties in Teaching the Hidden Curriculum
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In: GSE Faculty Research (2010)
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Listening for Identity Beyond the Speech Event
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In: GSE Faculty Research (2010)
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