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This paper presents an overview of a video ethnographic study of a special education school on the Texas/Mexico Border. The public school is located in Nuevo Progreso, which is a town in the Río Bravo Municipality in the state of Tamaulipas in Mexico. The town is located on the United States-Mexico border. The Progreso-Nuevo Progreso International Bridge connects the town with Progreso Lakes, Texas. The 2010 census showed a population of 10,178 inhabitants. Both the school and town have very little resources making the creation of the special education school a very special event. For a public school to start a program requires many people (e.g., parents, teachers, school officials, students, and other stakeholders) bringing many resources to the table. One group was able to bring together the people and the resources.

The relation between being out of school and participating in criminal economies is widely documented in the literature on youth delinquency. However, the complex connection between these two phenomena has not yet been fully unpacked. This paper draws from two studies that we, the authors, conducted separately to explore the role educational experiences play in shaping the delinquent trajectories of male youth who participate in the drug business in urban centers located in Mexico and Colombia. The first consists of in-depth interviews and surveys conducted in Ciudad Juárez, Mexico, while the second is based on long-term ethnographic engagement in Medellín, Colombia. We provide unique insights into the educational experiences of this hard-to-reach population and find that economic hardship does not wholly explain why these young people leave school and engage in delinquent activities. These youth do not "drop out" of school in search of money; rather, they are "pushed out" by a vicious cycle of stigmatization, segregation, punishment, and exclusion. By exploring these dynamics in two cities that have waged long drug wars, this article furthers understanding of the nexus between crime-related violence and educational experiences, thus making an important contribution to the field of education in emergencies.

In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks, yet networked scholarship often remains unrecognized within institutional spheres of influence. Using ethnographic methods including participant observation, interviews, and document analysis, this study investigates networks as sites of scholarship. Its purpose is to situate networked practices within Boyer's (1990) four components of scholarship--discovery, integration, application, and teaching--and to explore them as a techno-cultural system of scholarship suited to an era of knowledge abundance. Not only does the paper find that networked engagement both aligns with and exceeds Boyer's model for scholarship, it suggests that networked scholarship may enact Boyer's initial aim of broadening scholarship itself through fostering extensive cross-disciplinary, public ties and rewarding connection, collaboration, and curation between individuals rather than roles or institutions.

International education, particularly through study abroad experiences, has the potential of preparing students for a globally interconnected world. While challenging, it is necessary to translate aspirations of global citizenship into educational programs and assessing their effectiveness. A necessary step in such process consists in taking a close and critical look at the challenges and possibilities for the development of global citizenship through education abroad. In this paper, I follow a decolonizing autoethnographic approach to explore obstacles for the development of global citizenship through education abroad. If education abroad is to promote global citizenship and character development, I propose a more authentic engagement with the local cultures and a better understanding of globalization--before going abroad--is necessary.

Joint service-learning programs of Wake Forest University and the University of Texas-El Paso are working to develop an anthropologically-informed service model for/with the authors' Universities, our students, and our community colleagues. Building on extensive ethnographic fieldwork and experience leading experiential programs, the model results from consultation and communication with the communities we "serve." This paper provides a case study of the authors' experience in Chiapas, Mexico, where collaboration with community partners is producing a refined theory and practice of service. It begins with the community's own definition of assistance and service, and continues through a commitment to acompanar (accompany) the group before, during, and after the service experience, producing a program and relationship based on symmetry and sustainability. (Contains 9 notes.)

Examines the theme of learning outside of the home society through the use of ethnography and the techniques of field study for students living and working in Mexico, Austria, and Germany. Demonstrates through the observations of students how effective the use of field research methods can be in learning about social relations, cultural traditions, and social habits. (Author/VWL)

Multicultural discourse has reached Latin American higher education in the form of a set of policies targeting indigenous peoples. These policies are strongly influenced by the transfer of European notions of "interculturality", which, in the Mexican context, are understood as positive interactions between members of minority and majority cultures. In Mexico, innovative and often polemical "intercultural universities or colleges" are being created by governments, by NGOs or by pre-existing universities. This trend towards "diversifying" the ethnocultural profiles of students and curricular contents coincides with a broader tendency to force institutions of higher education to become more "efficient", "corporate" and "outcome-oriented". Accordingly, these still very recently established "intercultural universities" are often criticised as being part of a common policy of "privatisation" and "neoliberalisation" and of developing curricula particular to specific groups which weakens the universalist and comprehensive nature of Latin American public universities. Indigenous leaders, on the contrary, frequently claim and celebrate the appearance of these new higher education opportunities as part of a strategy of empowering actors of indigenous origin or African descent. Going beyond this polemic, this paper presents the first findings of an activist anthropological and ethnographically-based case study of the actors participating in the configuration of one of these new institutions of higher education, the "Universidad Veracruzana Intercultural" (UVI), located on the Mexican gulf coast. This article examines the way UVI has appropriated the discourse of interculturality on the basis of fieldwork conducted in the four indigenous regions where the UVI offers a B.A. in Intercultural Management for Development. The study focuses on the actors' teaching and learning practices, which are strongly shaped by an innovative and hybrid mixture of conventional university teaching, community-oriented research and "employability"-driven development projects. (Contains 3 figures and 2 notes.)

Copyright of Desde el Jardín de Freud is the property of Universidad Nacional de Colombia, Escuela de Estudios en Psicoanalisis y Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espanola de Antropologia Americana is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is based on ethnographic work about migration, which took place in the colony of Lechería in Mexico State. It seeks to understand the problems of discrimination, exclusion and violence that arise in the relations between the inhabitants of the colony and migrants on their way to U.S.A. Based on the tenets of psychoanalysis, the text discusses the notions of discrimination and violence in relation to language, as well as the discourses of science and capitalism as catalysts for the phenomena associated with mass segregation. This paper proposes a dialogue on the commonalities between the psychoanalyst and the social researcher. [ABSTRACT FROM AUTHOR]

This paper presents an ethnographic study of two student-teachers in a Mexican public primary school in a fifth-grade English-asa- Foreign-Language classroom. Typical of classroom ethnography, this study incorporates systematic observation, description, micro-analysis of events, and discourse analysis. Utilizing a sociocultural perspective as a theoretical framework, the activities created by the two student-teachers are contrasted to the exercises and tasks prescribed in the official textbook. The analysis reveals that although the official textbook reflected a traditional, transmission-oriented pedagogy, the two student-teachers were able to adopt a socio constructivist and transformative teaching approach. They created activities that enabled their learners to work together through a variety of modes and to participate in a wide range of tasks that were relevant to their worlds beyond the classroom. [ABSTRACT FROM AUTHOR]

Various social sciences (economics, history, anthropology) have addressed the issue of food street vending. However, very few studies have seriously taken under consideration one of the most emblematic dishes of Mexican food: street tacos. This article outlines the genesis of street taco's markets through a social-historical perspective. Contrary to the belief that street taco's market is immemorial, this historical ethnography shows how it arises in the mid-20th century. Some structural macro factors such as industrialization of the tortilla, population growth, the limits of import-substitution model and undernourishment explain the emergence and proliferation of taco's stands in Monterrey's streets. Coupled with a micro analysis, this ethnography identifies the main characteristics of street taco's market (qualitative uncertainty, asymmetry of information, discrepancies of evaluation). These features allow us to understand how this market works. Through a detailed ethnographic description this paper shows the social background behind the economic transactions of food's dubious condition. [ABSTRACT FROM AUTHOR]

Copyright of Revista Mexicana de Ciencias Politicas y Sociales is the property of Revista Mexicana de Ciencias Politicas y Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Working Papers on Culture, Education & Human Development / Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano is the property of Papeles de Trabajo Sobre Cultura, Educacion y Desarrollo Humano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article draws on more than 15 years of research to analyze “Black Mexicans,” phenotypically “Mexican-looking” youth who identified as Black during adolescence, used this identity to become upwardly mobile, and then abandoned it in early adulthood. Black Mexicans are potentially iconic cases among emerging varieties of U.S. ethnic and racial life, given Mexicans’ status as a key, usually negative, case in assimilation theory. Most such theory posits that assimilation into Black, inner-city culture leads to downward mobility. To explain how and why this did not happen for Black Mexicans, I propose a sensitizing framework using the concepts of conjunctural ethnicity, emphasizing analysis of racial and ethnic identity in local, historical, and life course contexts; and operating identity, which analyzes identities in interactions and can accommodate slippage in informants’ understanding or use of ethnic and racial categories. Some Mexicans used a Black culture of mobility to become upwardly mobile in the late-1990s and early-2000s in New York, adopting a socially advantaged operating identity that helped them in ways they felt Mexicanness could not in that historical conjuncture, especially given intra-ethnic competition between teen migrants and second-generation youth. This article uses case-based ethnographic analysis and net-effects analysis to explain why and how Blackness aided upward mobility among Black and non-Black Mexicans, but was left behind in early adulthood. [ABSTRACT FROM PUBLISHER]

In events and discussions about transboundary aquifer assessment, trust is often cited as an essential component of collaborative efforts. However, there is little discussion of what trust is, how it is built, what diminishes trust, and why it is so important. This study uses ethnographic research carried out between 2019 and 2021 with the Transboundary Aquifer Assessment Program (TAAP) to examine the role and significance of trust in U.S./Mexico TAAP collaborations. This study demonstrates that trust is best understood in relationship to power and risk. It examines the strengths and weaknesses of the TAAP program in managing asymmetrical relationships of power and unequal levels of risk in participation. In TAAP collaborations, the insistence on establishing trust should signal participants to consider and address the underlying issues of risk and power. [ABSTRACT FROM AUTHOR]

This article provides an ethnographic example of a practice-based approach to water governance. It presents the situated case study of a canalero (canal operator) in the everyday water distribution of an irrigation system in Western Mexico. The canalero represents the low-ranked field operators at the frontline of many water provision organizations around the world, thereby providing a wider relevance to this case study. In spite of different waves of modernization that aimed to reduce 'the human element' and control water flows from a distance, canaleros still operate the manually adjustable gates and intakes in many medium and large open canal irrigation systems. Through a precise documentation of the daily routines of administering water, money, and data flows, anticipating shortages and mediating between conflicting demands, we conceptualize their semi-autonomous field of competent action. In contrast to a rule-based or normative approach to water governance, we will argue that the canaleros' cognition and competencies in mediating multiple resource flows are embodied and situated in specific social, technical and spatial arrangements for water provision. However, this field of professional competence is not clearly delineated and gets regularly contested in practice. The water operators deal with these 'problems of control', by drawing on their situational knowledge and embodied cognition acquired on-the-job. This case study outlines a framework for a practice-based and decentered study of water governance, focused on cognitive processes in water provision arrangements. [ABSTRACT FROM AUTHOR]