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Work and identity in the Moroccan High Atlas
Crawford, David Lindsay University of California, Santa Barbara 2001 해외박사(DDOD)
This thesis is an ethnographic exploration of the politics and organization of daily work and local identity among Tashelhit (Berber) speaking farmers in the Western High Atlas, Morocco. Based on fourteen months of fieldwork in the village of Tagharghist, I examine local configurations of space, time and power from the perspective of labor, and through this shed new light on the social contexts crucial to identity formation. Three main conclusions emerge from the study. First, urban and international activist assertions of a broad Amazigh (Berber) ethnic identity do not strictly obtain in the Agoundis. There is a local notion of being Berber, and while this overlaps with activist discourses in some respects, there are important differences. I argue that these differences derive from the different practices involved in being Amazigh/Berber in urban multi-lingual and rural monolingual environments. Second, genealogical “tribal” social organization claimed for other areas of the Moroccan Atlas is not evident in the Agoundis Valley, where the research was conducted. Patrilineal relatedness is an important organizing feature of some sorts of village-level labor organization and has some bearing on local identity formation. This does not extend beyond the village level, however, and its significance is inflected by a variety of crosscutting social processes, from household dynamics to state-level interventions in the local economy. Third, an important locus of local identity is in being poor. Poverty in the Agoundis Valley is obvious and often extreme. The social and physical labor required to cope with poverty is constant, and this labor is strictly and unequally gendered. The work involved in daily survival is thus at once productive of physical and social reality. In this sense poverty in Tagharghist is generative, it compels action, inspiring constant, intensely important and continuously revitalized forms of social organization that bear on how people see themselves and their place in the social world. I argue that understanding the subjective experience of poverty is a vital, and often ignored, task for sociocultural anthropologists.
Crawford, Emily R The Pennsylvania State University 2012 해외박사(DDOD)
The enforcement of immigration policy presents new challenges for educators who serve undocumented students. This study examined how educators in different professional roles at one elementary school with undocumented students in Northern California made sense of Immigration and Customs Enforcement (ICE) activity near school property, decided how to respond, and perceived the outcomes of their decisions. Accordingly, this study asked: 1.) How do educators make sense of laws or messages regarding ICE and school policy toward undocumented students?; 2.) How do educators who work with undocumented students perceive in whose best interests they will act when their school has experienced ICE activity; and 3.) How does educators’ sensemaking of ICE activity on school property manifest itself in their decision making and in the outcomes of their decisions? These questions were addressed using a qualitative, embedded case study research design approach. The conceptual framework used sensemaking theory to investigate educators’ perceptions of ICE activity near school property and how they formulated a response. The framework also integrated the Best Interests of the Student model (Stefkovich, 2006) to reveal how educators made sense of their professional and personal responsibilities to make a decision in ethically complex circumstances. The findings from the study demonstrate that schools can serve as both the physical and political grounds over undocumented immigrants’ right to access social services. This study showed that educators had minimal legal awareness of undocumented students’ educational rights, or district and school policies related to ICE activity on or near the school’s campus. These findings support the need for state and local policymakers to work with school districts to define and align policies to protect undocumented students’ educational rights, and to inform school personnel of those laws and policies. The findings also confirm that ongoing professional development for school leaders should include both political and law courses and that school leaders and teachers could benefit from opportunities to participate in ethical training workshops as well.