, Volume 2, Issue 1, pp 61-71,
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Date: 22 Dec 2006

Pigs and Packers

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This study presents us with a number of issues that add complexity to the taken-for-granted practices of teaching immigrant children in the US. Furthermore, by contextualizing the events and dialogs within the larger contexts and contradictory discourses of the purposes of schooling vis-à-vis the globalizing dimension of ethnoscapes, the debate forces us to engage in theorizing within the discourses of correspondence (reproduction), resistance, agency, and hope. In what follows we engage in conversation where we each take turns interrogating, problematizing, and playing the role of the provocateur in order to elicit dialog among us and to advance the tremendous ideas put forth in Pigs and Packers. Across our comments, we ultimately struggle with three big ideas:

  • How are youth’s and teachers’ stories about science, self and future constructed within the discourse of science learning, ELL, dissection, and immigrant status? What roles do teachers, curriculum, institutional structures and l