Full Description
School differentiates students-and provides differential access to various human and material resources-along a range of axes: from elected subjects and academic "achievement" to ethnicity, age, gender, or the language they speak. These categorizations, affected throughout the world by neoliberal reforms that prioritize market forces in transforming educational institutions, are especially stark in societies that recognize their bi- or multicultural makeup through bilingual education. A small town in Aotearoa/New Zealand, with its contemporary shift toward official biculturalism and extensive free-marketization of schooling, is a prime example. Set in the microcosm of a secondary school with a bilingual program, this important volume closely examines not only the implications of categorizing individuals in ethnic terms in their everyday life but also the shapes and meaning of education within the discourse of academic achievement. It is an essential resource for those interested in bilingual education and its effects on the formations of subjectivities, ethnic relations, and nationhood.
Contents
List of tables
List of maps
Acknowledgments
List of abbreviations
Chapter 1. Introduction
Chapter 2. Shifting terrains: Aotearoa/New Zealand's changing nationhood
Chapter 3. Categorizing: Changing official regimes of difference in Aotearoa/New Zealand
Chapter 4. Inhabiting Waikaraka High School
Chapter 5. Sorting: Tracking system and production of meanings
Chapter 6. Calling it separatist: On conflating two regimes
Chapter 7. Imagining "failure": The illusion of Maori under-achievement
Chapter 8. Laughing: Language politics in the classroom
Chapter 9. Laughing globally: Creation of alliances and globally homologous
Chapter 10. Dancing: Cultural performance and nationhood
Chapter 11. Conclusion and departure
Bibliography
Index
