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We are all equal : student culture and identity at a Mexican secondary school, 1988-1998 /
This ethnography of a Mexican secondary school observes student life at a provincial Mexican junior high, often drawing on interviews, to study how the school's powerful emphasis on equality, solidarity, and group unity dissuades the formation of polarized peer groups and affects students'...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Durham :
Duke University Press,
2001.
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| Colección: | e-Duke books scholarly collection.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Levinson, Bradley A., |d 1963- |e author. | |
| 245 | 1 | 0 | |a We are all equal : |b student culture and identity at a Mexican secondary school, 1988-1998 / |c Bradley A.U. Levinson. |
| 264 | 1 | |a Durham : |b Duke University Press, |c 2001. | |
| 300 | |a 1 online resource (xxii, 433 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references (pages 391-416) and index. | ||
| 505 | 0 | |a Introduction: Questions and Methods for a Study of Student Culture -- 1. Historical Contexts: The Adolescent, the Nation, and the Secundaria, 1923-1993 -- 2. Ethnographic Beginnings: A City, a School, an Anthropologist -- 3. Institutional Contexts: The School Students Encountered -- 4. Somos Muy Unidos : The Production of Student Culture in the Grupo Escolar -- 5. Sites of Social Difference and the Production of Schooled Identity -- 6. Friendship Groups, Youth Culture, and the Limits of Solidarity -- 7. Political Economic Change, Life Trajectories, and Identity Formation, 1988-1998 -- 8. Games Are Serious: Reflections on Equality and Mexican Secondary Student Culture -- Appendix A. Structure, Culture, and Subjectivity: The Elements of Practice -- Appendix B. Focal Student Profiles. | |
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2010 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 588 | 0 | |a Print version record. | |
| 520 | |a This ethnography of a Mexican secondary school observes student life at a provincial Mexican junior high, often drawing on interviews, to study how the school's powerful emphasis on equality, solidarity, and group unity dissuades the formation of polarized peer groups and affects students' eventual life trajectories. Finding that an ethic of solidarity is sometimes used to condemn students defined as different or uncooperative and that little attention is paid to accomodating the varied backgrounds of the students--indigenous, peasant, or working class identities--the author reveals that their schooled identity often collapses inthe context of migration to the United States or economic crisis in Mexico. | ||
| 546 | |a English. | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 650 | 0 | |a Educational anthropology |z Mexico |v Longitudinal studies. | |
| 650 | 0 | |a Education, Secondary |x Social aspects |z Mexico |v Longitudinal studies. | |
| 650 | 6 | |a Anthropologie et éducation |z Mexique |v Études longitudinales. | |
| 650 | 6 | |a Enseignement secondaire |x Aspect social |z Mexique |v Études longitudinales. | |
| 650 | 7 | |a SOCIAL SCIENCE |x Anthropology |x General. |2 bisacsh | |
| 650 | 7 | |a Education, Secondary |x Social aspects |2 fast | |
| 650 | 7 | |a Educational anthropology |2 fast | |
| 651 | 7 | |a Mexico |2 fast | |
| 650 | 7 | |a Kulturelle Identität |2 gnd | |
| 650 | 7 | |a Längsschnittuntersuchung |2 gnd | |
| 651 | 7 | |a Mexiko |2 gnd | |
| 650 | 7 | |a Schüler |2 gnd | |
| 650 | 1 | 7 | |a Leerlingen. |2 gtt |
| 650 | 1 | 7 | |a Cultuur. |2 gtt |
| 650 | 1 | 7 | |a Voortgezet onderwijs. |2 gtt |
| 650 | 1 | 7 | |a Gelijkheid. |2 gtt |
| 648 | 7 | |a Geschichte 1988-1998. |2 swd | |
| 653 | |a Antropología educativa |a México |a Estudios longitudinales. | ||
| 653 | |a Educación secundaria |a Aspectos sociales |a México |a Estudios longitudinales. | ||
| 655 | 7 | |a Longitudinal studies |2 fast | |
| 773 | 0 | |t Duke backfile. | |
| 776 | 0 | 8 | |i Print version: |a Levinson, Bradley A., 1963- |t We are all equal. |d Durham : Duke University Press, 2001 |z 0822327007 |z 082232699X |w (DLC) 2001018941 |w (OCoLC)45784394 |
| 830 | 0 | |a e-Duke books scholarly collection. | |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctv1131f3g |z Texto completo |
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