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The Struggle for Identity in Today's Schools: Cultural Recognition in a Time of Increasing Diversity
The Struggle for Identity in Today's Schools: Cultural Recognition in a Time of Increasing Diversity Summary:By Patrick M. Jenlink
Acknowledgements ix Preface xi Introduction: Cultural Identity and the Struggle for Recognition 1 Patrick M. Jenlink and Faye Hicks Townes PART 1 CULTURAL IDENTITY— TOWARD A POLITICS OF IDENTITY 9 1 Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools 14 Patrick M. Jenlink 2 Dialoguing Toward a Racialized Identity: A Necessary First Step in a Politics of Recognition 30 Kris Sloan v 3 Misrecognition Compounded 49 Faye Hicks Townes PART II THE STRUGGLE FOR RECOGNITION— EMBRACING CULTURAL POLITICS 61 4 Recognition, Identity Politics, and English-Language Learners 67 Angela Crespo Cozart 5 Identity Formation and Recognition in Asian American Students 85 Kimberley A. Woo 6 Curriculum and Recognition 99 Raymond A. Horn Jr. 7 Extracurricular Activities and Student Identity: Participation in Fine Arts Activities 112 Amanda M. Rudolph 8 Recognition, Identity Politics, and the Special Needs Student 123 Sandra Stewart 9 Athletes, Recognition, and the Formation of Identity 143 Vincent E. Mumford 10 Parental Involvement: Low-Socioeconomic Status (SES) and Ethnic Minority Parents’ Struggle for Recognition and Identity 156 Julia Ballenger 11 Reaching Out to Parents as Partners in Preparing Students for Postsecondary Education 169 Betty Alford vi / Contents 12 Difficult Conversations about Cultural Identity Issues 182 Sandra Harris 13 Value-Added Community: Recognition, Induction-Year Teacher Diversity, and the Shaping of Identity 197 John C. Leonard 14 Coda: Recognition, Difference, and the Future of America’s Schools 207 Patrick M. Jenlink About the Editors and Contributors 211 Preface Charles Taylor, in his Sources of the Self: The Making of the Modern Identity, published in 1989, and later in an essay titled “The Politics of Recognition,” published in 1994, offered a different way of thinking about the public space of school and the structure of schooling. Taylor brought to the foreground what most liberal conceptions do not speak to, the possibility that one’s particularity, one’s very identity, is itself needy, vulnerable, malleable, and even multiple in public spaces such as the school. Awareness of the sources of self is central to understanding the shaping of identity and the struggles often experienced in forming an identity having one’s identity defined by others. It is in understanding the sources of self that we begin to understand the relation that exists between recognition and identity: how one’s identity is constructed within social and cultural contexts, as an individual and as a member of different cultural groups. Following Taylor’s work, Charles Bingham, writing in Schools of Recognition: Identity Politics and Classroom Practices (2001), focused on recognition theory and shaping of identity in the educational setting. Recognition as identity shaping is concerned with identification, within social, cultural, and political contexts. As sociocultural xi process, recognition must consider both the constructive nature it has in relation to identity shaping as well as the cultural politics of the recognitive process, that is, how the dominant ideologies of different cultures work to shape one’s identity through the recognitive process. Recognition, or the absence of recognition, or the influence of ideologically charged recognition, gives way to a politics of identity. Identity politics, the tendency to base one’s politics on a sense of personal identity, assumes that the most radical, activist politics develop when one comes to understand the dynamics of how one is oppressed and how one oppresses others in his or her daily life. In large part, educators who understand the formation of students’ identities are educators who also understand the formation of their own identities. Whether it is the curriculum that helps students understand that prevailing social practices are the product of Eurocentric cultures or whether it is in the sense that educators, including ethnic minority educators, must learn to examine the consequences that those prevailing social practices have jointly had in the creation of their own lives and the lives of their students. Cultural recognition and the struggle for identity in schools is a constant in the ongoing dynamics of a changing America, and in the recognition that difference is a defining element of our identities whether we are educators or students or citizens in our communities. Recognition, as identity shaping, is situated in social-cultural contexts and is concerned with public space, such as a school. Within this public space, one’s particularity, one’s very identity, is itself vulnerable, malleable, and even multiple in public spaces such as the school. The recognitive process that an individual experiences within social-cultural contexts is replete with multiple encounters that shape identity, one’s own and the identity of others. Such encounters begin with the assumption that neither knowledge nor acknowledgement is ever just ours to decide, that recognition always takes place within a larger horizon of socially imbued discourses, and that those discourses are circumscribed by social power, institutional constraints, and hegemonic norming. Both knowing about a person and confirming a person need to be considered within the context of the largely unspoken cultural assumptions that inform them. xii / Preface In this volume, the authors examine cultural recognition and the struggle for identity in America’s schools. In particular, the authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape and, at times, distort identity. Each author brings a unique perspective to his/her examination of cultural recognition as identity shaping within social, cultural, and political contexts. What surfaces throughout the chapters are two lessons that can be learned in relation to identity. The first lesson is that identities and the acts attributed to them are always forming and reforming in relation to historically specific contexts, and these contexts are political in nature, that is, defined by issues of diversity such as race, ethnicity, language, sexual orientation, gender, and economics. The authors acknowledge that identities and their cultural resources are responses to, develop in, and so are inclusive of the dilemmas fostered by the struggles, personal crises, and social recruitment under which they form. The second lesson presented by the authors is that identity forms in and across intimate and social contexts, over long periods of time. The historical timing of identity formation cannot simply be dictated by discourse. The identities posited by any particular discourse become important and a part of everyday life based on the intersection of social histories and social actors. Importantly, the social-cultural use of identities leads to another way of conceptualizing histories, personhoods, cultures, and their distributions over social and political groups. The authors present to the reader an important and continuing critical dialogue on cultural recognition and the struggle for identity, hallmarked by historical, cultural, and political tensions that leave their imprint on the lives of students and teachers, and the larger community served by America’s schools. The authors remind us that we (students, teachers, administrators, parents, community leaders) interact in ways that reflect positive or negative views of each other. Regardless of the source of those views, they impact us. As part of the cultural dynamics of the school, these views hurt or help the negotiation of cultural identity and the structure of schooling. Please select one mirror to download
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