Download I Won't Stay Indian, I'll Keep Studying: Race, Place, And by Karen Stocker PDF

By Karen Stocker

Whereas educating and discovering on an indigenous reservation in Costa Rica, Karen Stocker stumbled on that for local scholars who attended the highschool outdoor the reservation, severe reactions existed to the predominantly racist highschool setting. whereas a few maintained their indigenous identification and did poorly at school, others succeeded academically, yet rejected their Indianness and the reservation. among those poles lay an entire host of responses. In "I will not remain Indian, i'm going to preserve Studying," Stocker addresses the institutionalized limitations those scholars confronted and explores the interplay among schooling and identification. She finds how overt and hidden curricula taught ethnic, racial, and gendered identities and the way the dominant ideology of town, found in institution, conveyed racist messages to scholars. "I will not remain Indian, i will preserve Studying," records how scholars from the reservation reacted to, coped with, and resisted discrimination. Her interpretation of the stories of those scholars makes an important contribution to anthropology, Latin American experiences, serious race thought, and academic idea.

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I Won't Stay Indian, I'll Keep Studying: Race, Place, And Discrimination in a Costa Rican High School

Whereas educating and learning on an indigenous reservation in Costa Rica, Karen Stocker found that for local scholars who attended the highschool open air the reservation, severe reactions existed to the predominantly racist highschool atmosphere. whereas a few maintained their indigenous identification and did poorly at school, others succeeded academically, yet rejected their Indianness and the reservation.

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Extra info for I Won't Stay Indian, I'll Keep Studying: Race, Place, And Discrimination in a Costa Rican High School

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11. This information is drawn from the 1998 statistics from the local clinic, which conducts a survey each year. 12. Guanacastecos were, in some cases, referred to as “cholos,” a word indicating, in Costa Rica, a step down in authenticity from Indian to a more mestizo, assimilated version still not considered part of any other community or ethnicity. 13. I was not recording the discussion or taking notes as it occurred, but I wrote field notes on it immediately afterward.

See Tedlock 1995: 272. 10. See Enslin 1994: 549. 11. See Abu-Lughod 1993; D. Wolf 1996: 9 for other examples. 12. Various male readers of previous drafts have questioned why I elaborate on positionality at such length. One suggested that I relegate the effects of my gender on fieldwork to a footnote. Had my gender been the equivalent of a footnote to the whole research experience, that might be appropriate. It affected my fieldwork constantly, however. Interestingly, female readers have applauded my inclusion of this topic in the manuscript.

25. See Appendix I for interview protocols. 26. See Luykx 1999: xxi for additional comments on the ethical dilemmas regarding consent, whereby explicit consent is requested of adults while students, who form the backbone of the study, have less power over what a researcher can do. 2 The Founding Father An Ethnographic Portrait of Santa Rita Profesor Antonio, a handsome (by Riteño standards) male teacher, was the protagonist of numerous rumors. If he spoke to the teenage girls who swooned over him, gossip had it that he was taking advantage of female students.

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