This paper argues for a methodological approach, a multi-sited place project, to center place within ethnographies of schooling and facilitate deeper understandings of socialization into settler relations stemming from and supporting the white settler nation-state. This approach draws upon language socialization and critical place inquiry, tracing settler colonial narratives between schools and local history sites such as California missions, historic city walking tours, and township festivals. The multi-sited place project reveals emplaced narratives, stories that socialize people to particular relations and logics to and within specific places, connecting histories and identities to a particular place in the present, and in the process, shaping possibilities of who people can be in the future. Compelling this approach is a desire for greater understandings of incompatibilities within racialized peoples’ work towards liberation on Indigenous lands that are not our own. Its purpose is to bring together approaches for studies of schooling and place in ways that challenge rather than accept settler futures. A multi-sited place project carried out on unceded Ohlone territory illustrates the approach, advancing understandings of how “Latinx” youth and families, primarily of Mexican origin, were socialized into Californian settler histories and identities via a family day at a historic rancho.
AbregoL. J. (2019). Central American refugees reveal the crisis of the state. In MenjívarC.RuizM.NessI. (Eds.), The Oxford Handbook of Migration Crises (pp. 213–228). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190856908.013.43
2.
AlmaguerT. (1994). Racial fault lines: The historical origins of white supremacy in California. University of California Press.
3.
AndersonM. K. (2013). Tending the wild: Native American knowledge and the management of California’s natural resources. University of Calfornia Press.
4.
ArrellanoM. A.LeventhalA.CambraR.SchmidtS. G.GomezG. A. (2014). An ethnohistory of Santa Clara Valley and adjacent regions. In Historic ties of the Muwekma Ohlone tribe of the San Francisco Bay Area and the tribal stewardship over the tupiun táareštak [place of the fox man] site: CA-SCL-894 (pp. 9–108). Muwekma Ohlone Tribe of the San Francisco Bay Area. http://www.muwekma.org/tribalhistory/ethnohistory.html.
AviñaS. M. (2016). “That’s ratchet”: A Chicana feminist rasquache pedagogy as entryway to understanding the material realities of contemporary Latinx elementary-aged youth. Equity & Excellence in Education, 49(4), 468–479. https://doi.org/10.1080/10665684.2016.1227158.
7.
BalderramaF. E.RodriguezR. (2006). Decade of betrayal: Mexican repatriation in the 1930s. University of New Mexico Press.
8.
Baquedano-LópezP. (1997). Creating social identities through “doctrina” narratives. Issues in Applied Linguistics, 8(1), 27–45. https://doi.org/10.5070/L481005254.
9.
Baquedano-LópezP.ArredondoG.SolísJ. (2009). Language socialization among Latinos: Theory, method and approaches. In Handbook of Latinos and education: Theory, research, and practice (pp. 329–349). Routledge.
10.
Baquedano-LópezP.HernandezS. J. (2011). Language socialization across educational settings. In LevinsonB. A. U.PollockM. (Eds.), A companion to the anthropology of education (pp. 197–211). Wiley-Blackwell.
11.
BassoK. H. (1996). Wisdom sits in places: Landscape and language among the Western Apache. University of New Mexico Press.
12.
BaumanR.BriggsC. L. (2003). Voices of modernity: Language ideologies and the politics of inequality. Cambridge University Press.
13.
BriggsC. L. (1993). Metadiscursive practices and scholarly authority in folkloristics. American Folklore Society, 106(422), 387–434. https://doi.org/10.2307/541905
14.
BrunerJ. S. (2003). The narrative creation of self. Making stories: Law, literature, life, (pp. 63–87). Harvard University Press.
15.
ByrdJ. A. (2011). The transit of empire: Indigenous critiques of colonialism. University of Minnesota Press.
16.
CalderonD. (2016). Moving from damage-centered research through unsettling reflexivity. Anthropology & Education Quarterly, 47(1), 5–24. https://doi.org/10.1111/aeq.12132.
17.
CastilloE. D. (Ed.), (1991). Native American perspectives on the Hispanic colonization of Alta California. Garland Publishing, Inc.
18.
DenzinN. K.GiardinaM. D. (Eds.), (2009). Qualitative inquiry and social justice: Toward a politics of hope. Left Coast Press.
DurantiA. (1997). Linguistic anthropology. Cambridge University Press.
21.
FergusonA. A. (2001). Bad boys: Public schools in the making of Black masculinity. University of Michigan Press.
22.
FieldL. W. (2013). Mapping erasure: The power of nomative cartography in the past and present of the Muwekma Ohlones of the San Francisco Bay Area. In OudenA. E. D.O’BrienJ. M. (Eds.), Recognition, sovereignty, struggles, & Indigenous rights in the United States (pp. 287–309). University of North Carolina Press.
23.
García-SánchezI. M. (2014). Language and Muslim immigrant childhoods: The politics of belonging. John Wiley & Sons.
GeertzC. (1973). Thick description: Toward an interpretive theory of culture. In The interpretation of cultures: Selected essays. Basic Books.
26.
GlennE. N. (2015). Settler colonialism as structure: A framework for comparative studies of US race and gender formation. Sociology of Race and Ethnicity, 1(1), 52–72. https://doi.org/10.1177/2332649214560440
27.
GodinezR. (2019). Sembrando sudor, piscando conocimiento: Mi testimonio through the pain and wisdom of mi madre. Witnessing and Testimony: Hurt, Healing and Herstories, 1(1). https://escholarship.org/uc/item/7wz8212g.
Loma Vista High School Accountability Report Card for 2017-18. (2018). [SARC].
35.
Lung-AmamW. S. (2017). Trespassers?Asian Americans and the battle for suburbia. University of California Press.
36.
MadleyB. (2016). An American genocide: The United States and the California Indian catastrophe (pp. 1846–1873). Yale University Press.
37.
Mangual FigueroaA. (2019). Embodying the breach: (In)securitization and ethnographic engagement in the US. Journal of Sociolinguistics, 24(1), 96–102. https://doi.org/10.1111/josl.12406.
38.
Mangual FigueroaA.Baquedano-LópezP. (2017). Language socialization and schooling. In DuffP.MayS. (Eds.), Encyclopedia of language and education: Language socialization (pp. 141–153). Springer International Publishing. https://doi.org/10.1007/978-3-319-02255-0_11.
39.
Mannergren SelimovicJ.StrömbomL. (2015). Whose place?: Emplaced narratives and the politics of belonging in East Jerusalem’s contested neighbourhood of Silwan. Space and Polity, 19(2), 191–205. https://doi.org/10.1080/13562576.2015.1047577.
Mendoza-DentonN. (2008). Homegirls: Language and cultural practice among Latina youth gangs. Blackwell Publishing.
42.
MillsC. (1997). The racial contract. Cornell University Press.
43.
MirandaD. A. (2012). Bad Indians: A tribal memoir. Heyday Book’s.
44.
Moreton-RobinsonA. (2015). The white possessive: Property, power, and Indigenous sovereignty. University of Minnesota Press.
45.
NájeraL. G.MaldonadoK. (2017). Transnational settler colonial formations and global capital: A consideration of Indigenous Mexican migrants. American Quarterly, 69(4), 809–821. https://doi.org/10.1353/aq.2017.0067.
NolanK. (2011). Police in the hallways: Discipline in an urban high school. University of Minnesota Press.
48.
O’BrienJ. M. (2010). Firsting and lasting: Writing Indians out of existence in New England. University of Minnesota Press.
49.
OchsE. (1979). Transcription as theory. In OchsE.SchieffelinB. (Eds.), Developmental pragmatics (pp. 43–72). Academic Press.
50.
OchsE. (2002). Becoming a speaker of culture. In KramschC. (Ed.), Language acquisition and language socialization: Ecological perspectives (pp. 99–120). Continuum.
51.
OmiM.WinantH. (1994). Racial formation in the United States (2nd ed.). Routledge.
52.
PatelL. (2016). Decolonizing educational research: From ownership to answerability. Routledge.
53.
Pence Elementary School Accountability Report Card for 2017-18. (2018). [SARC].
54.
Pence Elementary School Ballet Folklorico (2019). Pence Elementary School. [Website].
RamirezR. (2002). Julia Sanchez’s story: An Indigenous woman between nations. Frontiers: A Journal of Women Studies, 23(2), 65–83. https://doi.org/10.1353/fro.2002.0039.
57.
RamirezR. (2007). Native hubs: Culture, community, and belonging in Silicon Valley and beyond. Duke University Press Books.
58.
RamirezR. K.LopezV. (2020). Valentin Lopez, Healing, and Decolonization: Contesting Mission Bells, El Camino Real, and California Governor Newsom. Latin American and Latinx Visual Culture, 2(3), 91–98. https://doi.org/10.1525/lavc.2020.230010.
59.
RiosV. M (2011). Punished: Policing the lives of Black and Latino boys. New York University Press.
60.
RodríguezJ. A. (1998). Becoming Latinos: Mexican Americans, Chicanos, and the Spanish myth in the Urban Southwest. Western Historical Quarterly, 29(2), 165–185. https://doi.org/10.2307/971328.
61.
RosaJ.. (2018). Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press.
SarmentoJ. (2009). A sweet and amnesic present: The postcolonial landscape and memory makings in Cape Verde. Social & Cultural Geography, 10(5), 523–544. https://doi.org/10.1080/14649360902974456.
SterponiL. (2007). Clandestine interactional reading: Intertextuality and double-voicing under the desk. Linguistics and Education, 18(1), 1–23. https://doi.org/10.1016/j.linged.2007.04.001.
69.
StoneT.A.B. (2019). Emplacing White Possessive Logics: Socializing Latinx Youth into Relations with Land, Community, and Success. UC Berkeley. ProQuest ID: Stone_berkeley_0028E_19024. Merritt ID: ark:/13030/m5062np1. https://escholarship.org/uc/item/7s63z389.
TuckE.Gaztambide-FernándezR. A. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72–89.
72.
TuckE.McKenzieM. (2015a). Place in research: Theory, methodology, and methods. Routledge.
73.
TuckE.McKenzieM. (2015b). Relational validity and the “where” of inquiry: Place and land in qualitative research. Qualitative Inquiry, 21(7), 633–638. https://doi.org/10.1177/1077800414563809.
74.
TuckE.YangK. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1–40. https://doi.org/10.25058/20112742.n38.04.
75.
TuckE.YangK. W. (2014). R-words: Refusing research. In ParisD.WinnM. T. (Eds.), Humanizing research: Decolonizing inquiry with youth and communities (pp. 223–248). Sage Publications.
76.
ValenzuelaA. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. State University of New York Press.
77.
VasconcelosJ. (1979). The cosmic race = La raza cósmica. Centro de Publicaciones, Dept. of Chicano Studies, California State University.
78.
VeraciniL. (2010). Settler colonialism: A theoretical overview. Palgrave Macmillan.
79.
VillenasS. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field. Harvard Educational Review, 66(4), 711–732. https://doi.org/10.17763/haer.66.4.3483672630865482.
WorthamS.MortimerK.AllardE. (2009). Mexicans as model minorities in the new Latino diaspora. Anthropology & Education Quarterly, 40(4), 388–404. https://doi.org/10.1111/j.1548-1492.2009.01058.x.
