Troubling the proletarianization of Mexican immigrant students in an era of neoliberal immigration |
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Authors: | Aziz Choudry |
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Institution: | (1) Department of Integrated Studies in Education, McGill University, Montreal, QC, Canada |
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Abstract: | In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the
role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge
production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s
argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social
relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores
some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula.
Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith
1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field. |
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