Association of Mexican American Educators Journal最新文献_第7页

Stats, Social Justice, and the Limits of Interest Convergence: The Story of Tucson Unified’s Mexican American Studies Litigation 统计，社会正义和利益趋同的限制:图森统一的墨西哥裔美国人研究诉讼的故事

Association of Mexican American Educators Journal Pub Date : 2019-12-18 DOI: 10.24974/amae.13.3.453

Nolan L. Cabrera, R. Chang

引用次数: 1

A Unique Blend of Research, Policy, Practice and Engagement to Impact Public Education for All Students 研究，政策，实践和参与的独特融合，以影响所有学生的公共教育

Association of Mexican American Educators Journal Pub Date : 2019-12-18 DOI: 10.24974/amae.13.3.452

Celina Moreno, María “Cuca” Robledo Montecel, Aurelio M. Montemayor

{"title":"A Unique Blend of Research, Policy, Practice and Engagement to Impact Public Education for All Students","authors":"Celina Moreno, María “Cuca” Robledo Montecel, Aurelio M. Montemayor","doi":"10.24974/amae.13.3.452","DOIUrl":"https://doi.org/10.24974/amae.13.3.452","url":null,"abstract":"The Intercultural Development Research Association, founded in 1973, is an independent, non-profit organization whose mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college. IDRA strengthens and transforms public education along six paths: fair funding, sound educational practices, valuing students, valuing educators, valuing families and systems change. The organization has done so by uniquely crossing borders of policy, research, practice and community engagement to transform education by putting children first. The following article reviews how IDRA drives critical paths to transform education. The authors tell the story of how these paths have developed over time to push for fair funding, which was IDRA’s founding issue and continues to be a central focus; promote sound educational practices through professional and curriculum development; model valuing of students particularly as demonstrated through the IDRA Valued Youth Partnership program; support educators in excelling as asset-based teachers and catalysts for student success; and focus family engagement on leadership in education for transforming policy and practice for their neighborhood public schools. These interrelated paths are woven into IDRA’s change model: The Quality Schools Action Framework. This framework is a tool for strengthening the capacity of public schools to affect systems change to graduate and prepare all students for college.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115628664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New Mexico’s 2019 School Finance Reforms and The Essential Building Blocks for State School Finance 新墨西哥州2019年学校财政改革和州立学校财政的基本组成部分

Association of Mexican American Educators Journal Pub Date : 2019-12-18 DOI: 10.24974/amae.13.3.451

David G. Hinojosa

{"title":"New Mexico’s 2019 School Finance Reforms and The Essential Building Blocks for State School Finance","authors":"David G. Hinojosa","doi":"10.24974/amae.13.3.451","DOIUrl":"https://doi.org/10.24974/amae.13.3.451","url":null,"abstract":"This article discusses the state of New Mexico’s school finance reforms during the 2019 legislative session and the relationship of those reforms to The Essential Building Blocks for State School Finance. The Essential Building Blocks is a 2018 report written by the author for the Learning Policy Institute that provides essential, research-based guidance to policymakers and advocates who write school finance laws to ensure more equitable school finance policies. The legislative reforms follow a state court victory in 2019 by plaintiff families and school districts suing the state on school finance and educational opportunity claims in Martinez v. State of New Mexico and Yazzie v. State of New Mexico. The author examines how the Legislature’s efforts measure up against the guidance articulated in The Essential Building Blocks. The author also interviews the Gallup-McKinley County Schools superintendent to assess the reforms and how they relate to realizing educational opportunity for all students as described in The Essential Building Blocks. The author concludes that while the state made some progress in its school finance reforms, the absence of a strategic, holistic plan grounded in equity will likely leave the state’s underserved children without the educational opportunities they need to succeed. If the state’s leadership can match its strong principles and goals of equity and multiculturalism with a formidable school finance system that appropriately invests in its students and educators as reflected in The Essential Building Blocks, the state will be poised to realize equity and opportunity for all students.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128388877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining College Readiness among Latinx and Native American Students: Education as a Civil Right in the case of Martínez v. State of New Mexico 考察拉丁裔和美洲原住民学生的大学入学准备:Martínez诉新墨西哥州案中的教育作为一项公民权利

Association of Mexican American Educators Journal Pub Date : 2019-12-18 DOI: 10.24974/amae.13.3.454

Frances Contreras

引用次数: 1

Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So! Martínez v.新墨西哥州与多元文化教育:分而治之?我们不这么认为!

Association of Mexican American Educators Journal Pub Date : 2019-12-18 DOI: 10.24974/amae.13.3.457

E. D. Torres-Velásquez, C. Sleeter, Augustine F. Romero

{"title":"Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So!","authors":"E. D. Torres-Velásquez, C. Sleeter, Augustine F. Romero","doi":"10.24974/amae.13.3.457","DOIUrl":"https://doi.org/10.24974/amae.13.3.457","url":null,"abstract":"Martinez v. State of New Mexico (2014) is a school finance and equity lawsuit built on the promises of the state constitution. The plaintiffs are 51 parents and their children across seven regions of the state (Torres-Velasquez, 2017). In its decision ( Martinez , 2018), the Court determined that the state’s public education system was unconstitutional for not providing a sufficient education to the state’s “at-risk” students: students from economically disadvantaged homes, Native American students, English language learners, and students with disabilities. The Court ruled in favor of the plaintiffs on all 174 Martinez allegations and determined that legislators would create remedies and locate funding. From the earliest draft, the Martinez complaint maintained that the state was not following New Mexico’s Bilingual Multicultural Education Act (1973), Indian Education Act (2006) or Hispanic Education Act (2010). The plaintiffs wanted full implementation of these laws. A legislator asked, “If you had to pick one, bilingual education or multicultural education, which would you say is most important?” Both are central to student well-being and success. In order to address the question of priority—both being central to student success—we highlight core components of multicultural education for PreK-12 public education. We tie policy and practice recommendations back to the trial and to the Court decision and we suggest that a multicultural education curriculum is an integral part of a promising education for New Mexico’s students.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130531716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

La Lucha Sigue: Making the Case for Institutional Support of Undocumented and DACAmented Students in Higher Education La Lucha Sigue:为高等教育中的无证和移民学生提供机构支持的案例

Association of Mexican American Educators Journal Pub Date : 2019-11-22 DOI: 10.24974/amae.13.1.445

V. Nunez, Esmeralda Lopez, Mariana Sarmiento Hernández, A. Smedley

{"title":"La Lucha Sigue: Making the Case for Institutional Support of Undocumented and DACAmented Students in Higher Education","authors":"V. Nunez, Esmeralda Lopez, Mariana Sarmiento Hernández, A. Smedley","doi":"10.24974/amae.13.1.445","DOIUrl":"https://doi.org/10.24974/amae.13.1.445","url":null,"abstract":"This project used a Community-Based Participatory Research (CBPR) approach to explore the experiences of undocumented and DACAmented college students in Southern Nevada. CBPR is a collaborative approach to research that involves members of the community being studied to be a part of the entire research process and builds on the strengths of the community. Relying heavily on the knowledge and voices of our community partners, the UndocuNetwork, we conducted interviews with undocumented and DACAmented student activists about their experiences in higher education. We discuss the findings from in-depth interviews with twelve undocumented and DACAmented student activists who are leading the movement at the University of Nevada, Las Vegas to make higher education more accessible and supportive of undocumented and DACAmented students. The questions were written broadly to foster discussion on three main topics: institutional activism, access and barriers to student resources, and campus climate. Participants shared a sense of responsibility to engage in institutional change work, and embraced their agency and exhibited resiliency for navigating higher education through their peer support network. We argue that undocumented and DACAmented students in the UndocuNetwork fill a gap within the institution in sharing resources and helping each other navigate higher education.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114358449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Snapshot of the Latinx Teaching Experience in the New Latino Diaspora 新拉丁裔侨民的拉丁语教学经验快照

Association of Mexican American Educators Journal Pub Date : 2019-08-21 DOI: 10.24974/AMAE.13.1.439

Jesús A. Tirado

引用次数: 0

Later-Generation Mexican-American Undergraduate Stages of Passage and the Development of a Transformational Impetus 后一代墨西哥裔美国大学生的成长阶段和转型动力的发展

Association of Mexican American Educators Journal Pub Date : 2019-07-25 DOI: 10.24974/AMAE.13.1.437

Elvira J. Abrica

引用次数: 4

Critical Latinx Indigeneities and Education 关键拉丁裔与教育

Association of Mexican American Educators Journal Pub Date : 2019-06-12 DOI: 10.24974/AMAE.13.2.436

Amae Journal Amae Journal

引用次数: 0

Zapotec Identity as a Matter of Schooling 萨波特克人的身份教育问题

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.429

Rafael Vásquez

引用次数: 6