Latinx experiences in U.S. schools : voices of students, teachers, teacher educators, and education allies in challenging sociopolitical times / edited by Margarita Jimenez-Silva and Janine Bempechat.

Format:

Book

Contributor:

Jimenez-Silva, Margarita, 1969- editor.

Bempechat, Janine, 1956- editor.

Bloomsbury (Firm), publisher.

Series:

Race and education in the twenty-first century.

Race and education in the twenty-first century

Language:

English

Subjects (All):

Hispanic Americans--Education--Social aspects.

Hispanic Americans.

Hispanic Americans--Education--Political aspects.

Discrimination in education--United States.

Discrimination in education.

Culturally relevant pedagogy--United States.

Culturally relevant pedagogy.

Community and school--United States.

Community and school.

United States.

Physical Description:

1 online resource (285 pages) : illustrations.

Distribution:

New York : Bloomsbury Publishing (US), 2021.

Other Title:

Latinx experiences in United States schools

Latino experiences in U.S. schools

Place of Publication:

Lanham, Maryland : Lexington Books, [2021]

Summary:

In this volume, Latinx students, teachers, teacher educators, and education allies in Latinx communities share the ways in which hateful anti-immigrant rhetoric has impacted Latinx educational experiences. This book emphasizes acts of courage, community organization, and transformation as these stakeholders have risen into leadership positions.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Dedication

Contents

List of Figures and Tables

Figures

Tables

Introduction

Overview of This Volume

References

Part I: Voices of Students

Chapter 1: "I Don't Like the Way He Acts With Mexicans": An Analysis of Opinion-Augmentative Writing Sessions with Emergent Bilingual Learners

Study Context

Literature Review

Conceptual Framing

Participants, Methods, and Data Analysis

Findings and Analysis

Danny

Identity-Text Sessions

Identity-Text Content

Synthesis

Jeff

Discussion and Conclusions

Note

Chapter 2: "What Do You Mean, You Feel Latina?": Use of Pan-Ethnic Identity Labels among Middle School Bilingual Youth

Conceptual Framework

Methods

Research Context

A Caribbean School in the Northeast United States

Participants

Data Collection and Analysis

Findings

Varied Familiarity with Pan-Ethnic Identity Labels

Latino/a as Positive Identity

"I know my roots": Setting Parameters for Being and (not) Feeling Latino/a

Group Excerpt 1

Group Excerpt 2

Discussion

Conclusion

Notes

Chapter 3: "Why Isn't Cinco de Mayo 365 Days a Year!": Culturally Sustaining Practices in an Age of Distrust

Theoretical Framework

Coloniality

Culturally Responsive Pedagogies

Culturally Sustaining Pedagogies

Community Context and Research

Culturally Responsive Sustaining Humanizing Training (CRSH)

Year 1: 2016

Year 2: 2016-2017

Lesson Learned

Part II: Voices of Teachers

Chapter 4: Rising Up to Lead in the Post-Truth Era: A Teacher's Path from the Classroom to City Hall

Who Are Teacher Leaders?.

Theoretical Framework

Data Analysis

Results

Shaping a Teacher Leader

Justice and Teaching

Implications for Curriculum

Implications

Chapter 5: Unshifting Practices and Perspectives: Disrupting the Cycle through Anti-Racist Pedagogy

Latinx Population: A Mis-Informed Narrative

Positionality and Methodology

Method

Vignettes: Deficit Perspectives in Practice

"I See Math Students"

"They have no background knowledge"

"The Real Students"

"These Students"

"He's so Low"

"Because She Is an English Learner"

"They're So Loud"

Unpacking Our Narratives

A Cycle of Unshifting Perspectives and Practices

Disrupting the Cycle: Supporting Latinx Students through Anti-Racist Pedagogy

Vignettes: Anti-Racist Pedagogy in Practice

Working on My Own Beliefs

Providing Space for Reflection

Using Students Background Knowledge

Helping Parents Find Their Voice

Helping Students Find Their Voice

Meaningful Curriculum

Inviting Colleagues to See Our Students

Limitations and Closing Reflection

Chapter 6: A Funny Thing Happens on the Way to the Classroom: Positioning Latinx Students, Families, and Teachers as Knowers while Promoting Cultural Competence for Culturally Relevant Pedagogy through Study-Abroad in Chile

Program Background

Research Methodology1

Cultural Competence and Culturally Relevant Pedagogy

Concluding Thought

Part III: Voices of Teacher Educators

Chapter 7: Educating Teachers to Work with Latinx Children and Families in Challenging Sociopolitical Contexts and Times

Who Are the Latinx Students in the United States and Who Are the Teachers Who Teach Them?.

Current Sociopolitical Contexts and Educational Experiences and Outcomes of Latinx Students

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?

Chapter 8: What Counts as Official Knowledge?: Pursuing Accreditation in a Post-Truth Era

Context

Problem

Purpose

Theoretical Framing

Critical Perspectives in Teacher Education

Methods and Analysis

Methodology and Research Design for the Accreditation Self-Study

Qualitative Data Sources and Participant Description for the Present Study

Familismo

Acts of Resistance

Borderlands

Identity

Conclusion and Implications

Chapter 9: Preparing Bilingual Teachers through a Bilingual Undergraduate Teacher Corps: Nidos de Lengua y Comunidad 1

Literature Connections

Research with Latinx Undergraduates Before Entering a Teaching Credential Program

Overview of the California Mini-Corps Program

Research with Latinx Undergraduates in the California Mini-Corps Program

Corps Students' Language Backgrounds

Corps Students' Ratings of CMC Program Features

Corps Students' Language Perceptions

Corps Students' Reasons for Becoming (or not) a Bilingual Teacher

Nido de Lengua

Nido de Comunidad

Part IV: Voices of Education Allies

Chapter 10: Undocu-Ally Trainings: Reducing Stigma and Prejudice via Educational Interventions

Undocumented Student Resource Centers

Methodology

Embedding Undocu-Ally Trainings into Routine Professional Development

Centering Undocumented Voices

Implications for Practice.

Note

Chapter 11: Voces Unidas: Advocating for Emergent Bilinguals while Navigating Arizona's Sociopolitical Context

Arizona's Sociopolitical Context

Building a Consortium of United Voices Advocating for Arizona's Emergent Bilinguals

Growing a Network of Advocates and Determining Needs and Goals

Family Engagement

Providing Resources to Support Emergent Bilinguals' Teachers and Administrators

Dual Language Certificate

Professional Development during COVID-19

Moving Forward

Chapter 12: Preparing Teachers to be Allies in Addressing Mental Health with K-12 Students

Research Questions

Methods and Data Sources

Instruments

Quantitative Findings

Qualitative Findings

Index

About the Editors and Contributors.

Notes:

Includes bibliographical references and index.

ISBN:

1-66699-594-0

1-7936-1188-2

OCLC:

1281969004