The Latinization of indigenous students : erasing identity and restricting opportunity at school / Rebecca A. Campbell-Montalvo.

Format:

Book

Author/Creator:

Campbell-Montalvo, Rebecca A., author.

Contributor:

Bloomsbury (Firm), publisher.

Language:

English

Subjects (All):

Children of migrant laborers--Education--Florida.

Children of migrant laborers.

Education--Demographic aspects--Florida--Case studies.

Education.

Hispanic Americans--Ethnic identity.

Hispanic Americans.

Hispanic Americans--Race identity.

Indigenous peoples--Race identity--Latin America.

Indigenous peoples.

Indigenous peoples--Latin America--Languages.

Mexican American students--Education--Florida.

Mexican American students.

Mexican American students--Florida--Languages.

Children of migrant laborers--Education.

Education--Demographic aspects.

Indigenous peoples--Languages.

Florida.

Latin America.

Genre:

Case studies.

Physical Description:

1 online resource (265 pages)

Distribution:

New York : Bloomsbury Publishing (US), 2025.

Place of Publication:

Lanham, Maryland : Lexington Books, [2023]

System Details:

data file

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.

Contents:

Cover

Half Title

Title Page

Copyright Page

Figures

Tables

Acknowledgments

Introduction

Approach to Mapping School Understandings of Student Identities

Theoretical Perspective: The Role of the Listener in Raciolinguistic Enregisterment

Goals of This Book as Situated in Theory and Practice

The Inquiry Process in Uncovering Systemic Linguistic and Racial Re-formation

The Inquiry Process Informing on School Resource Access

Analytical Lenses: Scripts and Styles in Linguistic and Racial Re-formation Reproduce Modernity

Setting and Author Positionality

Latinization: The Racial Project Re-forming Indigenous Latinx People as Only Latinx

Organization of the Book

Notes

Chapter 1: Historical and Current Social Forces Underpinning Latinization and School Resource Access

Introduction: Contexts in Which (Ideologies about) Identities Emerge

Laws and Programs Affecting Mexican People's Movements into and out of the United States

Demographic Changes in Florida and the United States

Central Population and Schools Historically and Now

Central's Population in the Nineteenth and Twentieth Centuries

Latinx Movements to and Representation in Central

History of Education in Central in the Nineteenth-Twentieth Centuries

Central in the Twenty-First Century

Political Affiliation, Economy, and Land Use

Central's Schools Today

Summary and Conclusions

Chapter Review

Central as a Site to Understand Identity Re-formation and Resource Access in School

Chapter 2: When Spanish "Dialects" Are Really Different Languages: Understanding and Supporting Language Use in School Resource Access

School Contexts at the Research Site

Linguistic Re-formation: A Mechanism of Latinization

School Orientations to Recording Language.

Systemic Linguistic Re-formation: Comparison of Researcher Inventory and School Records

Theoretical Approach

Findings

Language and Access to School Resources: Accommodation for and Treatment of Spanish Speakers in School-Home Communication

Emerald

Apple

Connections of Ideology to Practice in School-Home Communication: Ideologies on Language Access, Parent Involvement, and English Literacy

Notes as Resource Access Gates and District Policy as a Possible Key

Infrastructure to Support Interpretation and Translation in the Office, the Door to the Community

Impacts and Perceptions of Language Accessibility at School Activities

Constructing Languages and Peoples in Classroom and School Areas

Educator Classroom Policies Governing Language Use by Students and Paraprofessionals

Teachers

Paraprofessionals

Ideologies Underpinning Classroom Language Policies

School Messages Outside of Class Reproduced Those in the Class: Raciolinguistic Ideologies Related to Resource Access

The Meaning of Re-forming and Accommodating Language in Modernity

Chapter 3: Moving on from the Notion of Either Indigenous or Latinx, but Not Both: Consequential Construction and Treatment of Race/Ethnicity in School

Racial Re-formation: A Mechanism of Latinization

Changes in Racial/Ethnic Data during Use: Building Classes and the School Council

The Impacts of State Policies on Official Reporting

Resource Access across Racial/Ethnic Groups

Cultural Inclusion in Day-to-Day and Celebratory Activities

School and Parent Relationships

Parent and School Employee Perspectives on School Resource Access across Groups

Legacy Latinx and Black Parents and School Employees Were More Displeased.

Multi-generational Latinx Parent and School Employee Perceptions and Experiences

Multi-generational Black Parent and School Employee Perceptions and Experiences

White, Indigenous Latinx, and Haitian Parents and School Employees Were More Satisfied

Indigenous Latinx and Haitian Parent Perceptions and Experiences

White Parent and School Employee Perceptions and Experiences

Teaching and Learning about Race and Racism in Class

Examples of Classroom Interactions

A Systematic Analysis across One Class

The Meaning of Re-forming and Teaching about Race/Ethnicity in Modernity

Chapter 4: The Migrant Education Program: A Better Source of Recognition and Resources for Indigenous Latinx Students

Getting Ahead: The Ideology and Practice of Many Migrant People

Changes in Migration So Children Miss the Least Amount of Schooling

Central's Migrant Education Program

Central's MEP Employees and Programming

Activities at the Federal Programs' Office and Central High School

At-Home Tutoring

Healthcare Access Facilitation

Migrant Education Program Identification, Recruitment, and Qualification

Language Accessibility in the Migrant Education Program

Local Perceptions of Migrant People and Programs Serving Them

Push-and-Pull Constructions of and Programming for Migrant People in Modernity

Conclusion

Introduction: Answering the Questions Posed in This Book

How the Findings in This Book Answer Its Overarching Questions

Stage 0: Colonial History of Identifying and Stratifying Groups

Stage 1: Movement of People Requires Identification So They Can Be Folded into the Colonial Order

Stage 2: Struggles

Stage 3: Outcome at This Point in Time

Stage 4: The System Is Reinforced.

Chapter Overview

Applications: Suggestions for School Improvement in Central and Similar Contexts

Addressing Latinization: Understanding and Documenting Student Identities as They Are

Language Accessibility: Valuing and Supporting School-Home Connections

Pedagogy: Learning from and Expanding upon Current Practices

The Future of Latinization and School Improvement in the Larger Political Context

The Every Student Succeeds Act

Closing: Implications for the Future

NOTES

Appendix

General Ethnographic Approach

Specific Research Methods, Participants, and Analytical Perspectives

References

Index

About the Author.

Notes:

Includes bibliographical references and index.

ISBN:

1-9787-3265-1

1-7936-4100-5

OCLC:

1369676515