Association of Mexican American Educators Journal最新文献_第8页

Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language 多语言墨西哥裔学生对其土著传统语言的看法

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.430

P. Morales, Lydia A. Saravia, María Fernanda Pérez-Iribe

{"title":"Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language","authors":"P. Morales, Lydia A. Saravia, María Fernanda Pérez-Iribe","doi":"10.24974/AMAE.13.2.430","DOIUrl":"https://doi.org/10.24974/AMAE.13.2.430","url":null,"abstract":"This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129581167","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: 10

Linguistic Motherwork in the Zapotec Diaspora: Zapoteca Mothers’ Perspectives on Indigenous Language Maintenance 散居在外的萨波特克人的语言母性:萨波特克母亲对本土语言维持的看法

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.431

R. A. Martínez, Melissa Mesinas

引用次数: 8

Critical Latinx Indigeneities and Education: An Introduction 批判性拉丁裔与教育:导论

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.425

Luis Urrieta, Melissa Mesinas, R. A. Martínez

{"title":"Critical Latinx Indigeneities and Education: An Introduction","authors":"Luis Urrieta, Melissa Mesinas, R. A. Martínez","doi":"10.24974/AMAE.13.2.425","DOIUrl":"https://doi.org/10.24974/AMAE.13.2.425","url":null,"abstract":"Indigenous Latinx children and youth are a growing population that has been largely invisible in U.S. society and in the scholarly literature (Barillas-Chón, 2010; Machado-Casas, 2009). Indigenous Latinx youth are often assumed to be part of a larger homogenous grouping, usually Hispanic or Latinx, and yet their cultural and linguistic backgrounds do not always converge with dominant racial narratives about what it means to be “Mexican” or “Latinx.” Bonfil Batalla (1987) argued that Indigenous Mexicans are a población negada—or negated population—whose existence has been systematically denied as part of a centuries-long colonial project of indigenismo (indigenism) in Mexico and other Latin American countries. This systematic denial in countries of origin often continues once Indigenous people migrate to the U.S., as they are actively rendered invisible in U.S. schools through the semiotic process of erasure (Alberto, 2017; Urrieta, 2017). Indigenous Latinx families are often also overlooked as they are grouped into general categories such as Mexican, Guatemalan, Latinx, and/or immigrants. In this issue, we seek to examine the intersections of Latinx Indigeneities and education to better understand how Indigenous Latinx communities define and constitute Indigeneity across multiple and overlapping colonialities and racial geographies, and, especially, how these experiences overlap with, and shape their educational experiences.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"437 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116185576","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: 10

Critical Latinx Indigeneities: Unpacking Indigeneity from Within and Outside of Latinized Entanglements 批判性拉丁土著:从拉丁化纠缠的内部和外部拆解土著

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.432

Luis Urrieta, D. Calderón

{"title":"Critical Latinx Indigeneities: Unpacking Indigeneity from Within and Outside of Latinized Entanglements","authors":"Luis Urrieta, D. Calderón","doi":"10.24974/AMAE.13.2.432","DOIUrl":"https://doi.org/10.24974/AMAE.13.2.432","url":null,"abstract":"This article engages an important, but difficult conversation about the erasure of indigeneity in narratives, curriculum, identities, and racial projects that uphold settler colonial logics that fall under the rubric of Hispanic, Latina/o/x, and Chicana/o/x. These settler colonial logics include violence by these groupings against Indigenous people, or indios, that has been part of Mexican and U.S. history in the Southwest. We examine Hispanic, Latina/o/x, and Chicana/o/x settlers’ complicity with myths that support white settler futurity, including through social studies curricula and contemporary discourses of the U.S. as a nation of immigrants. The problematics of Hispanidad and Latinidad are also engaged as part of officialized U.S. state regulation and as an expression of mestizaje based on indigenism (indigenismo). Indigenismo worked hand-in-hand with mestizaje and functioned not so much as a celebration of racial mixture, but as state eugenicist programs of Indigenous erasure throughout Latin America, and by extension in Latino communities in the U.S. Finally, we provide diverse examples of how this process works to advance a theory and praxis of Critical Latinx Indigeneities to decolonize Latinidad and mestizaje in order to envision Indigenous futurities within and outside of the Latinized entanglements of the present.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116419654","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: 21

Indigenous Immigrant Youth’s Understandings of Power: Race, Labor, and Language 土著移民青年对权力的理解:种族、劳动和语言

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.427

David W. Barillas Chón

引用次数: 7

Aprendiendo y Sobresaliendo: Resilient Indigeneity & Yucatec-Maya youth apendendo与Sobresaliendo:弹性原住民与尤卡塔-玛雅青年

Association of Mexican American Educators Journal Pub Date : 2019-06-11 DOI: 10.24974/AMAE.13.2.428

Saskias Casanova

引用次数: 16

Transforming the Culture of Academia One Classroom at a Time: Testimonio of a Latina Junior Faculty Member Engaging in Latina Critical Pedagogical Activism 一次一个教室改变学术文化:一位拉丁裔青年教师参与拉丁裔批判性教学活动的证词

Association of Mexican American Educators Journal Pub Date : 2019-04-16 DOI: 10.24974/amae.13.1.448

Claudia García-Louis

引用次数: 5

THE FLUIDITY OF HISTORICAL ANALYSIS: STUDENTS’ INTERPRETATIONS OF MENDEZ V. WESTMINSTER 历史分析的流动性:学生对门德斯诉威斯敏斯特案的解读

Association of Mexican American Educators Journal Pub Date : 2019-04-16 DOI: 10.24974/AMAE.13.1.422

Maribel Santiago, Jasmin Patrón-Vargas

{"title":"THE FLUIDITY OF HISTORICAL ANALYSIS: STUDENTS’ INTERPRETATIONS OF MENDEZ V. WESTMINSTER","authors":"Maribel Santiago, Jasmin Patrón-Vargas","doi":"10.24974/AMAE.13.1.422","DOIUrl":"https://doi.org/10.24974/AMAE.13.1.422","url":null,"abstract":"Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on Mendez v. Westminster was used as part of a curricular intervention to explore the following question: How do students use their experiences with race/ethnicity and language to understand how discrimination was enacted in a different time? A grounded theory approach was used to identify patterns and codes from the data including student work, student interviews, and classroom observations. Findings reveal that students’ lived experiences served as a tool for understanding racial/ethnic discrimination and reasons why 1940s Mexican Americans claimed whiteness. At the same time, students’ lived experiences limited their ability to recognize language segregation in the 1940s. Having said this, students in this study view history through various lenses: 1) a racialized lens that recognizes White privilege; and 2) a language lens that reifies language discrimination. The authors conclude by presenting the complexity of students’ intersectional identities in shaping their historical analysis.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114203866","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: 2

Burial Practices Expose Identity Formation: Muerte y figura hasta la sepultura 丧葬习俗暴露了身份的形成:死的是人，死的是人

Association of Mexican American Educators Journal Pub Date : 2019-02-01 DOI: 10.24974/amae.13.1.447

Tess Pantoja Perez, Josie Méndez-Negrete

引用次数: 0

Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio 奥古洛的课程推广:拉丁裔儿童书籍与感言

Association of Mexican American Educators Journal Pub Date : 2019-02-01 DOI: 10.24974/amae.13.1.449

Freyca Calderon-Berumen, Karla O’Donald

{"title":"Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio","authors":"Freyca Calderon-Berumen, Karla O’Donald","doi":"10.24974/amae.13.1.449","DOIUrl":"https://doi.org/10.24974/amae.13.1.449","url":null,"abstract":"As educators that are committed to democratic liberatory education for all, we are called to create spaces and places where we can cultivate and curate experiences that can provide avenues for students to develop self-awareness and agency. These dialogical spaces and places will problematize and question students’ knowledge and understanding leading them to articulate perspectives inhibited by hidden curriculum that hinders them from developing and actualizing a sense of self and purpose. This essay provides an example of decolonizing curriculum through children’s literature to support students in exploring, analyzing, and creating testimonies as a way to problematize their understandings and experiences with marginalized communities. Testimonio, embodied in the aesthetics of children’s literature, provides a pivotal pedagogical tool that allows students to critically reflect on systematic oppression, social inequalities, and hegemonic practices. Framed within a curriculum of orgullo (Calderon-Berumen & O’Donald, 2017), the testimonies embedded in children’s literature scaffolds the process of reading, producing, and analyzing students’ personal narratives.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126952445","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