Contesting the Alamo and smartness: Theorizing student identities, agency, and learning within the contentious practices of U.S. classrooms

2020 ◽  
Vol 59 (2) ◽  
pp. 202-212 ◽  
Author(s):  
Beth Hatt ◽  
Luis Urrieta
Keyword(s):  
Student Identities ◽  
The Alamo

Seismite in the Devonian Sultan Formation, Frenchman Mountain, Nevada: Evidence of far-field effect of the Alamo Event

2016 ◽  
Vol 53 (2) ◽  
pp. 93-114
Author(s):  
Jesús Pinto ◽  
John Warme
Keyword(s):  
Carbonate Platform ◽  
Far Field ◽  
Carbonate Sediments ◽  
Impact Event ◽  
Complex Matrix ◽  
Near Surface ◽  
Fault Block ◽  
Southern Nevada ◽  
Salt Pan ◽  
The Alamo

We interpret a discrete, anomalous ~10-m-thick interval of the shallow-marine Middle to Late Devonian Valentine Member of the Sultan Formation at Frenchman Mountain, southern Nevada, to be a seismite, and that it was generated by the Alamo Impact Event. A suite of deformation structures characterize this unique interval of peritidal carbonate facies at the top of the Valentine Member; no other similar intervals have been discovered in the carbonate beds on Frenchman Mountain or in equivalent Devonian beds exposed in ranges of southern Nevada. The disrupted band extends for 5 km along the Mountain, and onto the adjoining Sunrise Mountain fault block for an additional 4+km. The interval displays a range of brittle, ductile and fluidized structures, and is divided into four informal bed-parallel units based on discrete deformation style and internal features that carry laterally across the study area. Their development is interpreted as the result of intrastratal compressional and contractional forces imposed upon the unconsolidated to fully cemented near-surface carbonate sediments at the top of the Valentine Member. The result is an assemblage of fractured, faulted, and brecciated beds, some of which were dilated, fluidized and injected to form new and complex matrix bands between beds. We interpret that the interval is an unusually thick and well displayed seismite. Because the Sultan Formation correlates northward to the Frasnian (lower Upper Devonian) carbonate rocks of the Guilmette Formation, and the Guilmette contains much thicker and more proximal exposures of the Alamo Impact Breccia, including seismites, we interpret the Frenchman Mountain seismite to be a far-field product of the Alamo Impact Event. Accompanying ground motion and deformation of the inner reaches of the Devonian carbonate platform may have resulted in a fall of relative sea level and abrupt shift to a salt-pan paleoenvironment exhibited by the post-event basal beds of the directly overlying Crystal Pass Member.

The Denial of Competence

2018 ◽  
Author(s):  
Beth Hatt
Keyword(s):  
Qualitative Research ◽  
Social Construction ◽  
Key Factors ◽  
Racial Identities ◽  
The Social ◽  
Teacher Power ◽  
Student Identities ◽  
Sociocultural Processes ◽  
And Gender

The legacy of the social construction of race, class, and gender within the social construction of smartness and identity in US schools are synthesized utilizing meta-ethnography. The study examines ethnographies of smartness and identity while also exploring what meta-ethnography has to offer for qualitative research. The analyses demonstrate that race, class, and gender are key factors in how student identities of ability or smartness are constructed within schools. The meta-ethnography reveals a better understanding of the daily, sociocultural processes in schools that contribute to the denial of competence to students across race, class, and gender. Major themes include epistemologies of schooling, learning as the production of identity, and teacher power in shaping student identities. The results are significant in that new insights are revealed into how gender, class, and racial identities develop within the daily practices of classrooms about notions of ability.

The Alamo

1948 ◽  
Vol 7 (4) ◽  
pp. 411
Author(s):  
Haldeen Braddy ◽  
John Myers Myers
Keyword(s):  
The Alamo

The genome sequence of Condylorrhiza vestigialis NPV, a novel baculovirus for the control of the Alamo moth on Populus spp. in Brazil

2017 ◽  
Vol 148 ◽  
pp. 152-161 ◽  
Author(s):  
Maria Elita B. Castro ◽  
Fernando L. Melo ◽  
Marina Tagliari ◽  
Peter W. Inglis ◽  
Saluana R. Craveiro ◽  
...  
Keyword(s):  
Genome Sequence ◽  
The Alamo ◽  
Populus Spp

The “other(ing)” costs of ESL

2008 ◽  
Vol 18 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Ena Lee
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mainland China ◽  
Language Education ◽  
Economic Benefits ◽  
Secondary English ◽  
Language And Culture ◽  
Post Secondary ◽  
Student Identities ◽  
Global Language

While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.

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