附註:Includes bibliographical references (pages 391-416) and index.
Introduction: Questions and Methods for a Study of Student Culture -- 1. Historical Contexts: The Adolescent, the Nation, and the Secundaria, 1923-1993 -- 2. Ethnographic Beginnings: A City, a School, an Anthropologist -- 3. Institutional Contexts: The School Students Encountered -- 4. Somos Muy Unidos : The Production of Student Culture in the Grupo Escolar -- 5. Sites of Social Difference and the Production of Schooled Identity -- 6. Friendship Groups, Youth Culture, and the Limits of Solidarity -- 7. Political Economic Change, Life Trajectories, and Identity Formation, 1988-1998 -- 8. Games Are Serious: Reflections on Equality and Mexican Secondary Student Culture -- Appendix A. Structure, Culture, and Subjectivity: The Elements of Practice -- Appendix B. Focal Student Profiles.
摘要:This ethnography of a Mexican secondary school observes student life at a provincial Mexican junior high, often drawing on interviews, to study how the school's powerful emphasis on equality, solidarity, and group unity dissuades the formation of polarized peer groups and affects students' eventual life trajectories. Finding that an ethic of solidarity is sometimes used to condemn students defined as different or uncooperative and that little attention is paid to accomodating the varied backgrounds of the students--indigenous, peasant, or working class identities--the author reveals that their schooled identity often collapses inthe context of migration to the United States or economic crisis in Mexico.
