Symposium: "Staging Encounters": The Educational Decline of U.S. Puerto Ricans in [Post]-Colonial Perspective

1998 ◽  
Vol 68 (2) ◽  
pp. 218-244 ◽  
Author(s):  
Catherine Walsh
Keyword(s):  
Puerto Rican ◽  
School System ◽  
Puerto Ricans ◽  
Post Colonial ◽  
Administrative Policy ◽  
Institutional Contexts ◽  
Field Notes ◽  
Puerto Rican Students ◽  
Push And Pull

In this article, Catherine Walsh presents and analyzes the colonial "push-and-pull" of education in a White-run, northeastern school system where Puerto Rican students are the numerical majority. Using school department data, court reports, interviews, and field notes collected over the last five years, Walsh provides a case study of the condition and experience of Puerto Rican students in these schools, making central the present-day manifestations of colonialism in the workings of schools and highlighting the opposition that emerges in response. This opposition includes racially/ethnically positioned tensions that shape administrative policy- and decisionmaking. Walsh suggests that students, parents, and others working for the improvement of conditions for Puerto Ricans must come to better understand the push-and-pull of colonial relations in the schools, make connections between the need and strategies for educational change and for change in other social institutional contexts, and establish alliances across groups, contexts, and other boundaries.

scholarly journals Addressing the polypharmacy challenge in older people with multimorbidity (APOLLO-MM): study protocol for an in-depth ethnographic case study in primary care

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e031601
Author(s):  
Deborah Swinglehurst ◽  
Nina Fudge
Keyword(s):  
Older Adults ◽  
Common Source ◽  
Ethnographic Case Study ◽  
Daily Lives ◽  
Video Recordings ◽  
Organisational Routines ◽  
E Learning ◽  
Institutional Contexts ◽  
Field Notes

IntroductionPolypharmacy is on the rise. It is burdensome for patients and is a common source of error and adverse drug reactions, especially among older adults. Health policy advises clinicians to practicemedicines optimisation—a person-centred approach to safe, effective medicines use. There has been little research exploring older patients’ perspectives and priorities around medicines-taking or their actual practices of fitting medicines into their daily lives and how these are shaped by the wider context of healthcare.Methods and analysisWe will conduct an in-depth multisite ethnographic case study. The study is based in seven clinical sites (three general practices and four community pharmacies) and includes longitudinal ethnographic follow-up of older adults, organisational ethnography and participatory methods. Main data sources include field notes of observations in the home and clinical settings; interviews with patients and professionals; cultural probe activities; video recordings of clinical consultations and interprofessional talk; documents. Our analysis will illuminate the everyday practices of polypharmacy from a range of lay and professional perspectives; the institutional contexts within which these practices play out and the sense-making work that sustains—or challenges—these practices. Our research will adopt a ‘practice theory’ lens, drawing on the sociology of organisational routines and other relevant social theory guided by ongoing iterative data analysis.Ethics approvalThe study has HRA approval and received a favourable ethical opinion from the Leeds West Research Ethics Committee (IRAS project ID: 205517; REC reference 16/YH/0462).DisseminationAside from academic outputs, our findings will inform the development of recommendations for practice and policy including an interactive e-learning resource. We will also work with service users to co-design patient/public engagement resources.

Leading Through the “Influx:” Leadership Responses and the Influence of a Political Spectacle

2020 ◽  
pp. 105268462097207
Author(s):  
Patricia M. Virella
Keyword(s):  
Knowledge Base ◽  
Puerto Rican ◽  
Qualitative Case Study ◽  
Relevant Literature ◽  
Political Spectacle ◽  
Puerto Rican Students

Principals encounter numerous crises, such as migration influxes. Relevant literature explains principals respond to these crises in a variety of ways. However, there is a dearth in the literature that examines what influences principals’ responses through a crisis. The purpose of this phenomenological qualitative case study broadly asks, how, if at all, did principals respond to the “influx” of Puerto Rican students, and what factors influenced how the principals’ responded? By applying political spectacle theory, the findings of this study revealed two categories of response: preparing for the influx and recalibration after the influx did not occur. The insights gained from this study extend the knowledge base about principals and how political spectacles influence their responses during a crisis.

Symposium: Fact and Fiction: Stories of Puerto Ricans in U.S. Schools

1998 ◽  
Vol 68 (2) ◽  
pp. 133-164 ◽  
Author(s):  
Sonia Nieto
Keyword(s):  
United States ◽  
Puerto Rican ◽  
General Public ◽  
Puerto Ricans ◽  
The United States ◽  
Research Literature ◽  
Urban Centers ◽  
Growing Body ◽  
History Of ◽  
Puerto Rican Students

Puerto Rican communities have been a reality in many northeastern urban centers for over a century. Schools and classrooms have felt their presence through the Puerto Rican children attending school. The education of Puerto Ricans in U.S. schools has been documented for about seventy years, but in spite of numerous commissions, research reports, and other studies, this history is largely unknown to teachers and the general public. In addition to the research literature, a growing number of fictional accounts in English are providing another fertile avenue for understanding the challenges that Puerto Ricans have faced, and continue to face, in U.S. schools. In this article, Sonia Nieto combines the research on Puerto Rican students in U.S. schools with the power of the growing body of fiction written by Puerto Ricans. In this weaving of "fact" with "fiction," Nieto hopes to provide a more comprehensive and more human portrait of Puerto Rican students. Based on her reading of the literature in both educational research and fiction, Nieto suggests four interrelated and contrasting themes that have emerged from the long history of stories told about Puerto Ricans in U.S. schools: colonialism/resistance, cultural deficit/cultural acceptance, assimilation/identity, and marginalization/belonging. Nieto's analysis of these four themes then leads her to a discussion of the issue of care as the missing ingredient in the education of Puerto Ricans in the United States.

Getting Uncaught in the Middle: A Case Study in Family-School System Consultation

1985 ◽  
Vol 14 (2) ◽  
pp. 222-229 ◽  
Author(s):  
Thomas J. Power ◽  
Karlotta Lutz Bartholomew
Keyword(s):  
School System

Mirroring Empowerment: Exploring Structural Barriers to Volunteer Motivation Fulfillment in an All-Female Youth Sport Program

2021 ◽  
pp. 089976402110345
Author(s):  
Alaina C. Zanin ◽  
Katrina N. Hanna ◽  
Laura V. Martinez
Keyword(s):  
Youth Sport ◽  
Structuration Theory ◽  
Theoretical Concept ◽  
Structural Barriers ◽  
Organizational Mission ◽  
Female Youth ◽  
Sport Teams ◽  
Field Notes ◽  
Volunteer Coaches

This study utilizes structuration theory to reveal how volunteer coaches in an all-female youth sport program describe barriers and agency to their organizational mission of athlete empowerment. The dataset in this ethnographic case study comes from volunteer coaching experiences within two youth sport teams. Ethnographic data included field notes from four volunteer coaches, collaborative interviews, archival organizational documents, as well as athlete and parent interviews. A qualitative analysis, informed by structuration theory, revealed specific legitimate, dominant, and symbolic structures that enabled and constrained volunteer and youth athlete empowerment within the teams. The analysis also revealed a process of mirroring empowerment, a novel theoretical concept, which describes how athletes reflected back their own empowerment to empower volunteer coaches. Theoretical and practical implications of the findings are discussed.

Undoing the Legal Capacities of a Military Object: A Case Study on the (In)Visibility of Civilians

2017 ◽  
Vol 42 (02) ◽  
pp. 377-397 ◽  
Author(s):  
Martina Kolanoski
Keyword(s):  
Armed Conflicts ◽  
Membership Categorization Analysis ◽  
Sequential Approach ◽  
Object A ◽  
Legal Documents ◽  
Membership Categorization ◽  
Field Notes ◽  
Civil Proceeding ◽  
The Military

International law dictates that actors in armed conflicts must distinguish between combatants and civilians. But how do legal actors assess the legality of a military operation after the fact? I analyze a civil proceeding for compensation by victims of a German-led airstrike in Afghanistan. The court treated military video as key evidence. I show how lawyers, judges, and expert witnesses categorized those involved by asking what a “military viewer” would make of the pictures. During the hearing, they avoided the categories of combatants/civilians; the military object resisted legal coding. I examine the decision in its procedural context, using ethnographic field notes and legal documents. I combine two ethnomethodological analytics: a trans-sequential approach and membership categorization analysis. I show the value of this combination for the sociological analysis of legal practice. I also propose that legal practitioners should use this approach to assess military viewing as a concerted, situated activity.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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