Latinx Experiences in U. S. Schools

Margarita Jiménez-Silva; Janine Bempechat

doi:10.5771/9781793611888

Summary

This edited volume brings together voices of Latinx students, teachers, teacher educators, and education allies in Latinx communities to reveal ways in which today’s sociopolitical context has given rise to politically-sanctioned hateful anti-immigrant rhetoric. Contributors—key stakeholders in the education of immigrant Latinx children, youth, and college students—share how this rhetoric has exacerbated existing systemic injustices within K-Higher Education. They draw attention to counternarratives that speak to leadership and strength of community. Contributors include high school and college students and faculty, community organizers, and early career academics, whose voices are too often underrepresented in academic conversations. This book highlights professional and personal acts of courage, community organization, and the transformation of students and educators who are stepping into leadership roles to affect change. Understanding that teaching and learning are political acts, we call all those vested in Latinx communities to engage in small and large acts of agency to collectively impact change in our K-Higher Education systems.

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Bibliographic data

Copyright year: 2021
ISBN-Print: 978-1-7936-1187-1
ISBN-Online: 978-1-7936-1188-8
Publisher: Lexington, Lanham
Language: English
Pages: 262
Product type: Edited Book

1. Dedication No access
2. Contents No access
3. 1. Figures No access
  2. Tables No access
4. 1. Overview of This Volume No access
  2. References No access
1. 1. Introduction No access
  2. Study Context No access
  3. Literature Review No access
  4. Conceptual Framing No access
  5. Participants, Methods, and Data Analysis No access
  6. 1. Danny No access
    2. Identity-Text Sessions No access
    3. Identity-Text Content No access
    4. Synthesis No access
    5. Jeff No access
    6. Identity-Text Sessions No access
    7. Identity-Text Content No access
    8. Synthesis No access
  7. Discussion and Conclusions No access
  8. Note No access
  9. References No access
2. 1. Introduction No access
  2. Conceptual Framework No access
  3. 1. Research Context No access
    2. A Caribbean School in the Northeast United States No access
    3. Participants No access
    4. Data Collection and Analysis No access
  4. 1. Varied Familiarity with Pan-Ethnic Identity Labels No access
    2. Latino/a as Positive Identity No access
    3. “I know my roots”: Setting Parameters for Being and (not) Feeling Latino/a No access
    4. Group Excerpt 1 No access
    5. Group Excerpt 2 No access
  5. Discussion No access
  6. Conclusion No access
  7. Notes No access
  8. References No access
3. 1. 1. Coloniality No access
    2. Culturally Responsive Pedagogies No access
    3. Culturally Sustaining Pedagogies No access
  2. 1. Culturally Responsive Sustaining Humanizing Training (CRSH) No access
  3. Year 1: 2016 No access
  4. Year 2: 2016–2017 No access
  5. 1. Lesson Learned No access
  6. Conclusion No access
  7. References No access
1. 1. Who Are Teacher Leaders? No access
  2. Theoretical Framework No access
  3. 1. Data Analysis No access
  4. 1. Shaping a Teacher Leader No access
    2. Justice and Teaching No access
    3. Implications for Curriculum No access
  5. Implications No access
  6. Conclusion No access
  7. References No access
2. 1. Introduction No access
  2. Latinx Population: A Mis-Informed Narrative No access
  3. Positionality and Methodology No access
  4. Method No access
  5. 1. “I See Math Students” No access
    2. “They have no background knowledge” No access
    3. “The Real Students” No access
    4. “These Students” No access
    5. “He’s so Low” No access
    6. “Because She Is an English Learner” No access
    7. “They’re So Loud” No access
    8. Unpacking Our Narratives No access
    9. A Cycle of Unshifting Perspectives and Practices No access
    10. Disrupting the Cycle: Supporting Latinx Students through Anti-Racist Pedagogy No access
  6. 1. Working on My Own Beliefs No access
    2. Providing Space for Reflection No access
    3. Using Students Background Knowledge No access
    4. Helping Parents Find Their Voice No access
    5. Helping Students Find Their Voice No access
    6. Meaningful Curriculum No access
    7. Inviting Colleagues to See Our Students No access
  7. Limitations and Closing Reflection No access
  8. Note No access
  9. References No access
3. 1. Program Background No access
  2. 1. Participants No access
  3. Results No access
  4. Cultural Competence and Culturally Relevant Pedagogy No access
  5. Concluding Thought No access
  6. Note No access
  7. References No access
1. 1. Introduction No access
  2. Who Are the Latinx Students in the United States and Who Are the Teachers Who Teach Them? No access
  3. Current Sociopolitical Contexts and Educational Experiences and Outcomes of Latinx Students No access
  4. What Can Teacher Education Programs and Teacher Educators Do to Educate Effective Teachers to Work with Latinx Children and Families in the Current Sociopolitical Context? No access
  5. Conclusion No access
  6. References No access
2. 1. Introduction No access
  2. Context No access
  3. Problem No access
  4. Purpose No access
  5. 1. Critical Perspectives in Teacher Education No access
  6. 1. Methodology and Research Design for the Accreditation Self-Study No access
    2. Qualitative Data Sources and Participant Description for the Present Study No access
    3. Data Analysis No access
  7. 1. 1. Acts of Resistance No access
    2. Borderlands No access
    3. Identity No access
  8. Conclusion and Implications No access
  9. Notes No access
  10. References No access
3. 1. Introduction No access
  2. 1. Research with Latinx Undergraduates Before Entering a Teaching Credential Program No access
    2. Overview of the California Mini-Corps Program No access
    3. Research with Latinx Undergraduates in the California Mini-Corps Program No access
  3. Methods and Analysis No access
  4. 1. Corps Students’ Language Backgrounds No access
    2. Corps Students’ Ratings of CMC Program Features No access
    3. Corps Students’ Language Perceptions No access
    4. Corps Students’ Reasons for Becoming (or not) a Bilingual Teacher No access
  5. 1. Nido de Lengua No access
    2. Nido de Comunidad No access
  6. Conclusion No access
  7. Notes No access
  8. References No access
1. 1. Undocumented Student Resource Centers No access
  2. Methodology No access
  3. 1. Embedding Undocu-Ally Trainings into Routine Professional Development No access
    2. Centering Undocumented Voices No access
  4. 1. Implications for Practice No access
  5. Note No access
  6. References No access
2. 1. Introduction No access
  2. Arizona’s Sociopolitical Context No access
  3. 1. Growing a Network of Advocates and Determining Needs and Goals No access
    2. Family Engagement No access
    3. Providing Resources to Support Emergent Bilinguals’ Teachers and Administrators No access
    4. Dual Language Certificate No access
    5. Professional Development during COVID-19 No access
  4. Moving Forward No access
  5. References No access
3. 1. Literature Review No access
  2. Research Questions No access
  3. 1. Participants No access
    2. Instruments No access
  4. 1. Quantitative Findings No access
    2. Qualitative Findings No access
  5. Discussion No access
  6. Implications No access
  7. Conclusion No access
  8. References No access
Conclusion No access Pages 239 - 246
Index No access Pages 247 - 254
About the Editors and Contributors No access Pages 255 - 262