Marguerite Anne Fillion Wilson
Biographic Data
| ID | 6691623 |
|---|---|
| NAME | Marguerite Anne Fillion Wilson |
| GIVEN NAMES | Marguerite Anne Fillion |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON M A F |
| AFFILIATIONS | Binghamton University |
| ORCID | 0000-0001-6912-5395 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Race and the politics of educational exclusion
Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in educat…
Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to imp…
Problematizing child-centeredness
Contributing to recent work in the critical sociology of childhood, this article presents an ethnographic and discursive analysis of the multitude of cultural meanings associated with child-centeredness in US American early childhood education. Specifically, the article focuses on Waldorf education, a private educational alternative focused on “protecting childhood” from the perceived dangers of modern society. Although marketed as an alternative…
Neoliberal contradictions in two private niches of educational ‘choice’
This article brings together ethnographies of two privileged educational settings in the United States – a private school in California’s Central Valley following the progressivist Sudbury model, and an affluent New England boarding school’s summer enrichment program. Each of these institutions serves as an alternative to and/or extension of publicly accessible education institutions during a neoliberal era of marketization and growing educationa…
Radical democratic schooling on the ground
Sudbury schools, which originated in the USA in the 1960s, are radical alternatives to traditional public schooling that promote egalitarian relationships between children and adults. Given that the Sudbury model has been largely overlooked in educational anthropology, this paper presents findings from a 1.5-year critical ethnographic study of a Sudbury school in California. In analysing participant interactions within the school's ‘democratic’ d…
Constructing Childhood and Teacher Authority in a Waldorf Daycare
Waldorf education, an alternative pedagogy imported to the USA from Germany in 1921, is rarely researched yet popularly conceptualized as a space of unusual educational freedom and creativity. However, viewed systematically through the lens of critical ethnography and discourse analysis, the Waldorf approach is quite the opposite, governed by rigid routines and adult control of children's bodies, activities, and language. Drawing upon the critica…
Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to imp…
Neoliberal contradictions in two private niches of educational ‘choice’
This article brings together ethnographies of two privileged educational settings in the United States – a private school in California’s Central Valley following the progressivist Sudbury model, and an affluent New England boarding school’s summer enrichment program. Each of these institutions serves as an alternative to and/or extension of publicly accessible education institutions during a neoliberal era of marketization and growing educationa…
Radical democratic schooling on the ground
Sudbury schools, which originated in the USA in the 1960s, are radical alternatives to traditional public schooling that promote egalitarian relationships between children and adults. Given that the Sudbury model has been largely overlooked in educational anthropology, this paper presents findings from a 1.5-year critical ethnographic study of a Sudbury school in California. In analysing participant interactions within the school's ‘democratic’ d…
Race and the politics of educational exclusion
Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in educat…
Problematizing child-centeredness
Contributing to recent work in the critical sociology of childhood, this article presents an ethnographic and discursive analysis of the multitude of cultural meanings associated with child-centeredness in US American early childhood education. Specifically, the article focuses on Waldorf education, a private educational alternative focused on “protecting childhood” from the perceived dangers of modern society. Although marketed as an alternative…
Constructing Childhood and Teacher Authority in a Waldorf Daycare
Waldorf education, an alternative pedagogy imported to the USA from Germany in 1921, is rarely researched yet popularly conceptualized as a space of unusual educational freedom and creativity. However, viewed systematically through the lens of critical ethnography and discourse analysis, the Waldorf approach is quite the opposite, governed by rigid routines and adult control of children's bodies, activities, and language. Drawing upon the critica…
Constructing Childhood and Teacher Authority in a Waldorf Daycare
Waldorf education, an alternative pedagogy imported to the USA from Germany in 1921, is rarely researched yet popularly conceptualized as a space of unusual educational freedom and creativity. However, viewed systematically through the lens of critical ethnography and discourse analysis, the Waldorf approach is quite the opposite, governed by rigid routines and adult control of children's bodies, activities, and language. Drawing upon the critica…
Radical democratic schooling on the ground
Sudbury schools, which originated in the USA in the 1960s, are radical alternatives to traditional public schooling that promote egalitarian relationships between children and adults. Given that the Sudbury model has been largely overlooked in educational anthropology, this paper presents findings from a 1.5-year critical ethnographic study of a Sudbury school in California. In analysing participant interactions within the school's ‘democratic’ d…
Neoliberal contradictions in two private niches of educational ‘choice’
This article brings together ethnographies of two privileged educational settings in the United States – a private school in California’s Central Valley following the progressivist Sudbury model, and an affluent New England boarding school’s summer enrichment program. Each of these institutions serves as an alternative to and/or extension of publicly accessible education institutions during a neoliberal era of marketization and growing educationa…
Problematizing child-centeredness
Contributing to recent work in the critical sociology of childhood, this article presents an ethnographic and discursive analysis of the multitude of cultural meanings associated with child-centeredness in US American early childhood education. Specifically, the article focuses on Waldorf education, a private educational alternative focused on “protecting childhood” from the perceived dangers of modern society. Although marketed as an alternative…
Race and the politics of educational exclusion
Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in educat…
Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to imp…
Sociology (6 works) · Gender Studies (5 works) · Gender Studies (5 works) · Pedagogy (5 works) · Anthropology (4 works) · Ethnography (4 works) · Law (4 works) · Law (4 works) · Political science (4 works) · Politics (3 works)