The Latinization of Indigenous Students

Rebecca A. Campbell-Montalvo

doi:10.5771/9781793641007

Summary

Based upon research in rural central Florida, The Latinization of Indigenous Students examines how schools perceive and process demographic information, including how those perceptions may erase Indigeneity and impact resource access. Based on multiyear fieldwork, Campbell-Montalvo argues that languages and racial identities of Indigenous Latinx students and families may be re-formed by schools, erasing Indigeneity. However, programs such as the federally funded Migrant Education Program can foster equitable access by encouraging pedagogies that position teachers as cultural insiders or learners. Anchored by pertinent anthropological theories, this work advances our ability to name and explain pedagogical phenomena and their role in rectifying or reproducing colonialism among marginalized and minoritized groups.

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Bibliographic data

Copyright year: 2023
ISBN-Print: 978-1-7936-4099-4
ISBN-Online: 978-1-7936-4100-7
Publisher: Lexington, Lanham
Language: English
Pages: 254
Product type: Book Titles

1. Contents No access
2. Figures No access
3. Tables No access
4. Acknowledgments No access
1. 1. Theoretical Perspective: The Role of the Listener in Raciolinguistic Enregisterment No access
2. 1. The Inquiry Process in Uncovering Systemic Linguistic and Racial Re-formation No access
  2. The Inquiry Process Informing on School Resource Access No access
  3. Analytical Lenses: Scripts and Styles in Linguistic and Racial Re-formation Reproduce Modernity No access
3. 1. Latinization: The Racial Project Re-forming Indigenous Latinx People as Only Latinx No access
4. Organization of the Book No access
5. Notes No access
1. Introduction: Contexts in Which (Ideologies about) Identities Emerge No access
2. Laws and Programs Affecting Mexican People’s Movements into and out of the United States No access
3. Demographic Changes in Florida and the United States No access
4. 1. 1. Latinx Movements to and Representation in Central No access
  2. History of Education in Central in the Nineteenth–Twentieth Centuries No access
  3. 1. Political Affiliation, Economy, and Land Use No access
  4. Central’s Schools Today No access
5. 1. Chapter Review No access
  2. Central as a Site to Understand Identity Re-formation and Resource Access in School No access
6. Notes No access
1. Introduction No access
2. School Contexts at the Research Site No access
3. 1. School Orientations to Recording Language No access
  2. 1. Theoretical Approach No access
    2. Findings No access
4. 1. Emerald No access
  2. 1. Connections of Ideology to Practice in School-Home Communication: Ideologies on Language Access, Parent Involvement, and English Literacy No access
    2. Notes as Resource Access Gates and District Policy as a Possible Key No access
    3. Infrastructure to Support Interpretation and Translation in the Office, the Door to the Community No access
    4. Impacts and Perceptions of Language Accessibility at School Activities No access
5. 1. 1. Teachers No access
    2. Paraprofessionals No access
    3. Ideologies Underpinning Classroom Language Policies No access
  2. School Messages Outside of Class Reproduced Those in the Class: Raciolinguistic Ideologies Related to Resource Access No access
6. 1. Chapter Review No access
  2. The Meaning of Re-forming and Accommodating Language in Modernity No access
7. Notes No access
1. Introduction No access
2. 1. Changes in Racial/Ethnic Data during Use: Building Classes and the School Council No access
  2. The Impacts of State Policies on Official Reporting No access
3. 1. Cultural Inclusion in Day-to-Day and Celebratory Activities No access
  2. School and Parent Relationships No access
4. 1. 1. Multi-generational Latinx Parent and School Employee Perceptions and Experiences No access
    2. Multi-generational Black Parent and School Employee Perceptions and Experiences No access
  2. 1. Indigenous Latinx and Haitian Parent Perceptions and Experiences No access
    2. White Parent and School Employee Perceptions and Experiences No access
5. 1. Examples of Classroom Interactions No access
  2. A Systematic Analysis across One Class No access
6. 1. Chapter Review No access
  2. The Meaning of Re-forming and Teaching about Race/Ethnicity in Modernity No access
7. Notes No access
1. Introduction No access
2. 1. Changes in Migration So Children Miss the Least Amount of Schooling No access
3. 1. 1. Activities at the Federal Programs’ Office and Central High School No access
    2. At-Home Tutoring No access
    3. Healthcare Access Facilitation No access
  2. Migrant Education Program Identification, Recruitment, and Qualification No access
  3. Language Accessibility in the Migrant Education Program No access
4. Local Perceptions of Migrant People and Programs Serving Them No access
5. 1. Chapter Review No access
  2. Push-and-Pull Constructions of and Programming for Migrant People in Modernity No access
6. Notes No access
1. 1. 1. Stage 0: Colonial History of Identifying and Stratifying Groups No access
    2. Stage 1: Movement of People Requires Identification So They Can Be Folded into the Colonial Order No access
    3. Stage 2: Struggles No access
    4. Stage 3: Outcome at This Point in Time No access
    5. Stage 4: The System Is Reinforced No access
  2. Chapter Overview No access
  3. 1. Addressing Latinization: Understanding and Documenting Student Identities as They Are No access
    2. Language Accessibility: Valuing and Supporting School–Home Connections No access
    3. Pedagogy: Learning from and Expanding upon Current Practices No access
  4. 1. The Every Student Succeeds Act No access
  5. Closing: Implications for the Future No access
2. NOTES No access
1. Introduction No access
2. General Ethnographic Approach No access
3. Specific Research Methods, Participants, and Analytical Perspectives No access
References No access Pages 231 - 246
Index No access Pages 247 - 252
About the Author No access Pages 253 - 254