Doctoral Dissertation Research: Understanding Citizenship and National Political Identity Among Youth

本研究探讨学校教室是否以及如何成为公民形成的空间。该项目的重点是亚利桑那州修订规约（ARS）§ 15-112，这是取消和改变亚利桑那州公立和特许高中种族研究课程的基础。禁令的重点是特定的课程，尽管研究表明这些课程对学生的成功至关重要。围绕这些课程的争论反映了对美国的担忧-墨西哥边境，移民，以及什么构成了美国文化。项目调查人员调查了学校教室和特定类型的学校课程塑造国家认同，公民身份实践和教育成果的过程。该项目的重点是教育在代表性不足的群体中的作用，以促进包容和民族认同，并由在STEM领域代表性不足的个人指导和进行。这些数据将通过会议介绍和出版物、向与会者提交的报告以及通过大学间政治和社会研究联合会传播。民族研究课程目前是一个类似的辩论在其他国家的主题，并在亚利桑那州的民族研究禁令的影响分析很可能会告知决策elsearch.This研究探讨了以下问题：1）如何高中教室作为政治空间的功能，以及相关的教育成果是什么？2)这项禁令是否促进了美国的一种白人公民身份？如果是，如何做到？3)在这种背景下，教师和高中学生可以采用什么样的公民主体形成过程？该项目的智力价值来自与年轻人的地理和学校的作用，作为一个系统和空间，在建设和生产公民的新学科的参与。直到最近，对未成年人的社会科学研究强调养育和行为研究，在很大程度上忽视了未成年人的政治背景。该项目探讨了青少年居住的政治空间的独特性，以及他们如何参与公民形成的过程。调查人员将通过对政策制定者、教师、活动人士和以前的学生进行深入、半结构化的采访来收集数据;对法庭文件和公共记录进行叙事分析;以及直接观察班级、亚利桑那州众议院教育委员会会议和图森联合学区学校董事会会议。这种定性方法的组合旨在对有关公开信仰、政治叙事和观察到的行为的信息进行三角测量。

This study investigates whether and how school classrooms become spaces of citizenship formation. The project focuses on the Arizona Revised Statute (ARS) § 15-112, which is the basis for elimination and alteration of ethnic studies courses in Arizona public and charter high schools. The ban focuses on specific courses, despite research showing how those courses are central to student success. Debates surrounding such courses reflect concerns about the U.S.-Mexico border, migration, and what constitutes American culture. Project investigators inquire into the process by which school classrooms and specific types of school curricula shape national identity, citizenship practices, and educational outcomes. The project focuses on the role of education among underrepresented groups to foster inclusion and national identity, and is directed and conducted by individuals who are underrepresented in STEM fields. The data will be disseminated through conference presentations and publications, reports to participants and through the Inter-university Consortium for Political and Social Research. Ethnic studies courses are currently a topic of similar debate in other states, and an analysis of the impacts of the ethnic studies ban in Arizona is likely to inform decisions made elsewhere.This research examines the following questions: 1) How do high school classrooms function as political spaces, and what are the associated educational outcomes? 2) Does the ban promote a form of whitened citizenship in the United States? If so, how? 3) What are the processes of citizen-subject formation available to teachers and high school students in this context? The project's intellectual merit derives from new disciplinary engagements with the geographies of young people and the role of the school as both a system and a space in constructing and producing the citizen. Until recently social science research on minors emphasized parenting and behavioral studies, and largely ignored the political context of minors. This project addresses the distinctness of political spaces inhabited by teenagers and how they are engaged in the process of citizen formation. The investigators will collect data through in-depth, semi-structured interviews with policy-makers, teachers, activists and former students; narrative analysis of court documents and public records; and direct observation of classes, Arizona House of Representatives Education Committee meetings, and Tucson Unified School District school board meetings. This combination of qualitative approaches is designed to triangulate information about professed beliefs, political narratives, and observed behavior.