The Students We Share : Preparing US and Mexican Educators for Our Transnational Future.

Format:

Book

Author/Creator:

Gándara, Patricia.

Contributor:

Jensen, Bryant.

Language:

English

Subjects (All):

Culturally relevant pedagogy--Mexico.

Culturally relevant pedagogy.

Culturally relevant pedagogy--United States.

Mexican American students--Mexico.

Mexican American students.

Mexican students--United States.

Mexican students.

Students, Foreign--Mexico.

Students, Foreign.

Students, Foreign--United States.

Teachers--Training of--Mexico.

Teachers.

Teachers--Training of--United States.

Physical Description:

1 online resource (312 pages)

Edition:

1st ed.

Place of Publication:

Albany : State University of New York Press, 2021.

Summary:

Examines policies, norms, and classroom practices of the US and Mexican education systems, with the aim of preparing educators to understand and help transnational children and youth.

Contents:

Intro

Contents

List of Illustrations

Acknowledgments

Foreword

Introduction The Students We Share and the Teachers We Need

The Students We Share

In the United States

In Mexico

Teaching and Teacher Preparation

Purpose of The Students We Share

Notes

References

Part 1. Teacher Preparation Across Borders

Chapter 1 Contrasting Realities: How Differences Between the Mexican and U.S. Education Systems Affect Transnational Students

Overview of the Education System in Mexico

Brief Historical Background of the Mexican Education System

The Teachers' Union

Education Quality in Mexico

Educational Funding

Curriculum Standards, Student Assessment, and Accountability

Teachers in Mexico

Factors Affecting Teacher Effectiveness

Parents in the Mexican School System

Participation in School Activities

Parental Participation in School Governance

Discussion

Chapter 2 Binational Teacher Preparation: Constructing Pedagogical Bridges for the Students We Share

Our Contextual Reality

International Teacher Education Program

Program Impact

Understanding Borderland Psychology

Developing a Sense of Belonging

Teacher Preparation and Professional Learning

Teaching Language to Racialized Students

What We Learned

Formadores de Docentes Binacionales Project: Students We Share

Conclusion

Chapter 3 Normalista Perspectives on Preparing Mexican Teachers for American Mexican Students

La Escuela Normal in Mexico: Current Context

La Escuela Normal in Mexico: Historical Context

Recent Curricular Reforms and Approach to Diversity

Approach to Data

Findings

Adecuación Curricular

Atención a la Diversidad

Atención Inclusiva para la Educación

Discussion and Conclusion

Note

References.

Part 2. Transnational Teaching

Chapter 4 What Educators in Mexico and in the U.S. Need to Know and Acknowledge to Attend to the Educational Needs of Transnational Students

International Migrant Children Negotiating Two Systems

Conceptualizing the Students We Share

Educator Narratives and Possible Narratives

Challenge and/or Opportunity

Chapter 5 Preparing Educators for Asset-Based Pedagogies: The Case of Recently Arrived Transnational Students in Central Mexico

Learning from Students and Teachers in Mexican Schools

Asset-based Pedagogies with Binational Students

Some Educational Challenges in Mexican Schools

El Dictado [Dictation]

Example 1: El Dictado5

Social Isolation

Example 2: She's Not Like Us

Recommendations

Recommendations for Mexican Education Policy

Recommendations for Mexican Educators

Recommendations for U.S. Educators

Chapter 6 Equitable Teaching Enhances Achievement Opportunity for the Students We Share

Bien Educados and Achievement Opportunity

Equitable Teaching for the Students We Share

Recommendations to Foster Equitable Teaching

Some Caveats: Structural Inequities

Chapter 7 Mirroring Students' and Teachers' Classroom Experiences to Address the Challenges of Transnationalism in Mexican Schools

The Data Set

I. Transnational Families

Students' Perspectives

Teachers' Perspectives

Mirroring

II. Educational Transitions

III. Future Aspirations

Recommendations Expressed by Students and Teachers

Conclusions

Part 3. Bridging Policies.

Chapter 8 Language and Cultural Skills of U.S. Teachers: Informing Policy to Meet the Needs of Transnational Bilingual Students

Teachers' Knowledge About Language and SEL

Requisite Teacher Skills to Meet the Needs of DLLs

Knowledge of Pedagogy

Knowledge of Linguistics

Knowledge of Cultural and Linguistic Diversity

Teacher Self-efficacy

Socioemotional Learning

Chapter 9 From Plyler to Sanctuary: U.S. Policy on Public School Access and Implications for Educators of Transnational Students

The Sociodemographic Context

The Plyler Decision

Challenges to Plyler

Violations and Responses

Text Box 9.1 Enrollment Barriers and Responses in New York State

Protecting Attendance in a Restrictionist Climate

Text Box 9.2 Safe Haven School Districts in California

Plyler Themes Across Immigration and Education

Implications for Educators

Chapter 10 Binational Policies for the Students We Share and the Teachers We Need

Policies We Need

Students' Migrant Experiences

Teachers' Experiences with Immigration Enforcement

Binational Policy Dialogue

Enact Existing Laws

Asset-Oriented Teacher Preparation

Local Education Policies

Fund Collaborative Improvement

Time to Learn

Contributors

Index.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9781438483245

1438483244

OCLC:

1244535296