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dc.contributor.advisorToren, Christina
dc.contributor.authorHurst, Elizabeth Mary
dc.coverage.spatial238 p.en_US
dc.date.accessioned2018-09-11T13:28:10Z
dc.date.available2018-09-11T13:28:10Z
dc.date.issued2018-12-07
dc.identifier.urihttp://hdl.handle.net/10023/16008
dc.description.abstractThis dissertation examines learning as part of social transformation in a semi-rural town in New Mexico, United States. It incorporates a focus on young people through direct work with children and observations in school and argues that each person’s understanding is historically emergent from what sense they make of the events of their personal history as this unfolds over time in intersubjective relations with others. This has implications for the ways in which Hispano/a and Latino/a people living in “Bosque Verde” make sense of concepts like respect, hard work and obligation, as well as how they think about family and children’s wellbeing. The ways in which people experience and understand getting older and their movements from child to adult/parent and from parent to grandparent/elder are central to this process of making sense. As people age, what they know to be true transforms, as does how they perceive the effects of social change. For people living in Bosque Verde, this includes both the experience of contemporary social and economic shifts in New Mexico and the United States, as well as how people there have made sense of social marginalisation over the past century and back into the more distant past. Parents and elders manifest historical consciousness of these transformations in part through their concerns for children and their vulnerability in an insecure and unequal world. Children, however, constitute their own ideas about family, hard work, care and respect in ways that potentially transform their meaning, as well as the possibilities of their own futures. This thesis therefore describes ‘keeping it tight’ in Bosque Verde as a microhistorical process that shapes how people understand and experience social relationships over the lifetime. This process, in turn, influences how people living there make sense of the past and imagine the future for themselves and others.en_US
dc.description.sponsorship"This work was generously supported by the Economic and Social Research Council (ESRC) through a PhD studentship, fieldwork allowance and funding for an institutional visit [award 1358752/1369853]." -- Acknowledgementsen
dc.language.isoenen_US
dc.publisherUniversity of St Andrews
dc.subjectLearningen_US
dc.subjectChildrenen_US
dc.subjectIntergenerational transformationen_US
dc.subjectHistorical consciousnessen_US
dc.subjectNew Mexicoen_US
dc.subjectUnited Statesen_US
dc.subject.lccLB1125.H8
dc.subject.lcshLearning--Social aspects--New Mexico--Case studiesen
dc.subject.lcshChildren--New Mexico--Case studiesen
dc.subject.lcshFamilies--Social aspects--New Mexico--Case studiesen
dc.subject.lcshSocial change--New Mexico--Case studiesen
dc.subject.lcshNew Mexico--Social life and customs--21st centuryen
dc.titleKeep it tight : family, learning and social transformation in New Mexico, United Statesen_US
dc.typeThesisen_US
dc.contributor.sponsorEconomic and Social Research Council (ESRC)en_US
dc.type.qualificationlevelDoctoralen_US
dc.type.qualificationnamePhD Doctor of Philosophyen_US
dc.publisher.institutionThe University of St Andrewsen_US


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