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Additive Schooling in Subtractive Times: Bilingual Education and Dominican Immigrant Youth in the Heights

Overview


Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation's secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperon High School ...
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Overview


Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation's secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperon High School works with the community to respond to those challenges. The staff at Luperon see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach.

After offering a history of the school's formation, the authors detail the ways in which federal No Child Left Behind policies, New York State accountability measures, and New York City's educational reforms under Mayor Bloomberg have complicated the school's efforts. The book then describes the dynamic bilingual pedagogical approach adopted within the school to help students develop academic Spanish and English. Focusing on the lives of twenty immigrant youth, Bartlett and Garcia also show that, although the school achieves high completion rates, the graduating students nevertheless face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor.

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Editorial Reviews

From the Publisher

"Because it provides compelling counterstories of success and achievement among Latino youth, Additive Schooling in Subtractive Times is a welcome antidote to the typical stories of failure and despair among this population."
--Comparative Education Review

"Recommended"
--Choice

"An elegant and timely volume that weaves together sociocultural theory, political analysis, and the fine-grained details of dynamic bilingualism in a punishing era of 'English Only' and xenophobia to tell a story of possibility about the Luperon school community. ... Additive Schooling in Subtractive Times shows us what is within reach, what is denied, and how we might create a different tomorrow with our newest Americans."
--Michelle Fine

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Product Details

  • ISBN-13: 9780826517630
  • Publisher: Vanderbilt University Press
  • Publication date: 8/29/2011
  • Edition description: New Edition
  • Pages: 304
  • Sales rank: 889,976
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.90 (d)

Meet the Author


Lesley Bartlett, co-director of the Center for Multiple Languages and Literacies at Teachers College, Columbia University, is the author of The Word and the World: The Cultural Politics of Literacy in Brazil and co-editor of Critical Approaches to Comparative Education.

Ofelia Garcia is Professor of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center, City University of New York. Among her recent books are Bilingual Education in the 21st Century: A Global Perspective and (with Jo Anne Kleifgen) Imagining Multilingual Schools; Language Loyalty, Continuity, and Change; and The Multilingual Apple.

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Table of Contents

Foreword Angela Valenzuela ix

Acknowledgments xi

1 Introduction: Schooling Immigrant Youth 1

2 In the Heights: Dominican Youth Immigrate to New York 29

3 Education Policy as Social Context 51

4 From Subtractive to Additive Schooling: The History of Gregorio Luperón High School 69

5 Languaging at Luperón 115

6 Challenges Facing Immigrant Youth at Luperón 151

7 Social Capital and Additive Schooling at Luperón 189

8 The Political Economy of Education: Trajectories of Luperón Students through School and Beyond 211

9 Educating Immigrant Youth: Lessons Learned 231

Notes 247

References 253

Index 279

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