Nuestra voz: an articulation of transformative resistance through the voices of Latino/a youth Public Deposited

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  • March 21, 2019
  • Petrone, Eleanor A.
    • Affiliation: School of Education
  • This dissertation is a qualitative study that examines how Latino/a youth living in the Southeast have experienced, adapted to, and resisted oppressive social structures within their community. Through the content analysis of a teen radio show produced by and for Latino/a youth, in conjunction with semi-structured group and individual interviews, and ethnographic field notes, the author investigates how a group of Mexican-origin, high school students confronted and attempted to transform the educational practices that serve to keep them subordinate. The study posits the community organization that sponsored the radio show as a pedagogical site of resistance and transformation, and privileges the ways in which the students' involvement with the organization helped to foster political activism, familismo, and a community ethos. The study highlights the ways in which the counter discourse of Nuestra Voz, which emphasized the importance of community empowerment and the maintenance of the students' home culture and values, was closely aligned with Suárez-Orozco's bi-cultural strategy for adaptation and Portes and Rumbaut's selective pattern of acculturation in which students act as cultural brokers between the home culture and the host culture, maintaining both their cultural affiliations and home language. By repeatedly calling upon young people to work for the betterment of the Latino/a community, the students of Nuestra Voz provided an alternative to the priority placed on individual success so prevalent in white, middle-class America. The students addressed head-on the self-defeating behaviors associated with the resistance of marginalized youth and countered them with a discourse of transformational resistance in which family, community and perseverance were privileged.
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  • In Copyright
  • Kubota, Ryuko
Degree granting institution
  • University of North Carolina at Chapel Hill
  • Open access

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