children and interviews with people who were taken as children from their mothers. Christina Firpo shows how the French government and non-government agencies, both religious and secular, not only sought to recruit Métis children to the project of French imperial rule but continued to separate these children from their mothers even in the postcolonial period.
Lewis-McCoy, R. L’Heureux. 2014. Inequality in the Promised Land: Race, Resources, and Suburban Schooling. Stanford, CA: Stanford University Press.
An ethnography of a public school in a US suburb that analyses how in the same space resources are distributed differently based on the racist frames through which educators view Black families, especially working-class parents.
Nayak, Anoop and Mary Jane Kehily. 2013. Gender, Youth and Culture: Global Masculinities and Femininities. 2nd edn. Basingstoke and New York: Palgrave Macmillan.
A comprehensive account of contemporary theorizing on practices of gender interwoven with the authors’ research on neighbourhood, school and popular culture, bringing together cultural studies with ethnography.
Woronov, T. E. 2016. Class Work: Vocational Schools and China’s Urban Youth. Stanford, CA: Stanford University Press.
An ethnography of two vocational schools in Nanjing that demonstrates the practices of class formation in contemporary China.
Notes
1 1. http://www.pbs.org/wgbh/pages/frontline/shows/divided
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