Includes bibliographical references (pages 215-269) and index.
Contents:
Introduction: Making Latinx Identities and Managing American Anxieties -- Part I: Looking like a Language: Latinx Ethnoracial Category-Making -- 1: From "Gangbangers and Hoes" to "Young Latino Professionals": Intersectional Mobility and the Ambivalent Management of Stigmatized Student Bodies -- 2: "I heard that Mexicans are Hispanic and Puerto Ricans are Latino": Ethnoracial Contortions, Diasporic Imaginaries, and Institutional Trajectories -- 3: "Latino flavors": Emblematizing, Embodying, and Enacting Latinidad -- Part II: Sounding like a Race: Latinx Raciolinguistic Enregisterment -- 4:"They're bilingual that means they don't know the language": The Ideology of Languagelessness in Practice, Policy, and Theory -- 5:"Pink Cheese, Green Ghosts, Cool Arrows/Pinches Gringos Culeros": Inverted Spanglish and Latinx Raciolinguistic Enregisterment -- 6:"That doesn't count as a book, that's real life!": Outlaw(ed) Literacies, Criminalized Intertextualities, and Institutional Linkages -- Conclusion: Hearing Limits, Voicing Possibilities.
Summary:
Looking like a Language, Sounding like a Race examines the emergence of linguistic and ethnoracial categories in the context of Latinidad. The book draws from more than twenty-four months of ethnographic and sociolinguistic fieldwork in a Chicago public school, whose student body is more than 90% Mexican and Puerto Rican, to analyze the racialization of language and its relationship to issues of power and national identity. It focuses specifically on youth socialization to U.S. Latinidad as a contemporary site of political anxiety, raciolinguistic transformation, and urban inequity. Jonathan Rosa's account studies the fashioning of Latinidad in Chicago's highly segregated Near Northwest Side; he links public discourse concerning the rising prominence of U.S. Latinidad to the institutional management and experience of raciolinguistic identities there. Anxieties surrounding Latinx identities push administrators to transform "at risk" Mexican and Puerto Rican students into "young Latino professionals." This institutional effort, which requires students to learn to be and, importantly, sound like themselves in highly studied ways, reveals administrators' attempts to navigate a precarious urban terrain in a city grappling with some of the nation's highest youth homicide, dropout, and teen pregnancy rates. Rosa explores the ingenuity of his research participants' responses to these forms of marginalization through the contestation of political, ethnoracial, and linguistic borders. -- Publisher's website.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.