Association of Mexican American Educators Journal最新文献_第9页

Praxis of Resilience & Resistance: “We can STOP Donald Trump” and Other Messages from Immigrant Children 弹性与抵抗的实践:“我们可以阻止唐纳德·特朗普”以及来自移民儿童的其他信息

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.409

S. R. Vega

{"title":"Praxis of Resilience & Resistance: “We can STOP Donald Trump” and Other Messages from Immigrant Children","authors":"S. R. Vega","doi":"10.24974/AMAE.12.3.409","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.409","url":null,"abstract":"In 2018 there have been constant anti-immigrant rhetoric, policies, and enforcement. Most recently, Trump referred to immigrant children as “future criminals” who needed to be kept in prison-like detention centers and “tender age facilities” (Min Kim, 2018). Meanwhile, the 4.5 million children of immigrants already in the US continue to face possibilities of family separation due to this enforcement-focused political system (Suárez-Orozco et al., 2015). The goal of this article is to provide insight into the lives of one of the most vulnerable and fastest growing populations in the U.S.—immigrant children. As a researcher and educator, I developed an art-centered methodological and pedagogical tool that can serve those working with immigrant children and vulnerable populations. Over a two-year period, I used artistic tools such as drawings, storyboards, Teatro Campesino’s actos, and various techniques from Theater of the Oppressed (Boal, 2000) to work with children of immigrants in a sixth-grade class of English Language Learners (ELL) in Los Angeles. Through educational, artistic, and anecdotal components of their work, these children created a world where they could resist and fight Trump and share that victory by utilizing the transformative imaginary of art.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128468219","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: 5

“A Promise to Support Us:” Undocumented Experiences on a Sanctuary Campus “支持我们的承诺:庇护校园的无证经历”

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.406

Elaine C. Allard, Jonathan Sellman, Brandon Torres, S. Schwarz, F. Bernardino, Rebecca Castillo

引用次数: 1

Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions 符号庇护所和话语失调:支持西班牙裔服务机构无证学生的政策和实践的局限性

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.411

Uriel Serrano, A. Vazquez, Raul Meneses Samperio, A. Mattheis

{"title":"Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions","authors":"Uriel Serrano, A. Vazquez, Raul Meneses Samperio, A. Mattheis","doi":"10.24974/AMAE.12.3.411","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.411","url":null,"abstract":"An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133069333","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: 4

Do You Want to Tell Your Own Narrative?”: How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth 你想讲述自己的故事吗?:一位老师和她的学生如何利用社区文化财富进行抵抗

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.408

Melinda Martin‐Beltrán, Angélica Montoya‐Ávila, Andrés A. García, Nancy Canales

{"title":"Do You Want to Tell Your Own Narrative?”: How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth","authors":"Melinda Martin‐Beltrán, Angélica Montoya‐Ávila, Andrés A. García, Nancy Canales","doi":"10.24974/AMAE.12.3.408","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.408","url":null,"abstract":"This qualitative case study offers a window into one classroom in which one Latinx English language arts teacher and her newcomer high school students tapped into community cultural wealth (Yosso, 2005) as they engaged in literacy practices to resist oppression, denounce discrimination, and strive for social justice. We draw upon Yosso’s (2005) framework of community cultural wealth (CCW) to understand how teachers can encourage resistance among historically marginalized students within the current racist and xenophobic political climate; and we examine how students respond to the teacher’s invitation to engage and develop their resistant capital through their writing. Data analyzed for this study include student letters, teacher interviews, and fieldnotes from one lesson, which was situated in a year-long ethnographic study. We found that the teacher cultivated resistant capital by tapping into students’ lived experiences to scrutinize oppressive rhetoric and persist in the face of adversity. Students seized the opportunity to resist the dominant anti-immigrant narrative by leveraging their resistant capital through counter-stories, assertions of experiential knowledge, and appeals to a moral imperative. Our study contributes to scholarship on CCW by exploring how CCW is utilized in a previously under-examined context and has implications for educators by offering examples of classroom practices that cultivate CCW and transform deficit discourses that threaten to impede academic success, especially among Latinx students.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127124783","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: 4

Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as Tools for Healing and Resistance in the Trump Era 拉丁裔/墨西哥裔学生在通往和解的道路上:批判性反思期刊作为特朗普时代治疗和抵抗的工具

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.404

J. S. Fernández, Alejandra Magaña Gamero

{"title":"Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as Tools for Healing and Resistance in the Trump Era","authors":"J. S. Fernández, Alejandra Magaña Gamero","doi":"10.24974/AMAE.12.3.404","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.404","url":null,"abstract":"Anzaldúa’s concept of conocimiento guides our analysis of Latinx/Chicanx students’ Critical Reflexivity Journals (CRJ) produced in an Ethnic Studies classroom at a predominantly-white institution. Through a thematic analysis procedure of students’ CRJ entries, which we describe as written testimonios, we discerned how Latinx/Chicanx students’ writings engaged their identities, reflexivity, healing, and resistance on a path toward conocimiento. Grounding our theoretical and empirical analysis in Anzaldúan thought, conocimiento is characterized by a deep reflexive critical consciousness that unfolds across seven interconnected stages. Conocimiento builds toward a liberatory transformation that Anzaldúa describes as spiritual activism, the seventh and final stage of conocimiento. The sociohistorical, culturally relevant, and student-centered curricula purported in Ethnic Studies is the focus of much scholarly writings. Our work contributes to this growing theoretical, empirical and pedagogical scholarship by specifically focusing on conocimiento. Through an Anzaldúa centered analysis of Latinx/Chicanx students’ CRJ we demonstrate how reflexive writings can facilitate students’ process of identity formation, reflexivity, healing and resistance from colonial forms of knowledge and oppression. This is especially important when considering the racist and violent sociopolitical context under the Trump Administration.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124251362","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: 7

Cap(tioning) Resistance on Stage: Chicana/Latina Graduation Caps and StoryBoarding as Syncretic Testimonio 舞台上的阻力:墨西哥裔/拉丁裔毕业帽和故事板作为融合的证词

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.407

Larissa M. Mercado-López, Laura Alamillo, C. Herrera

引用次数: 2

Latinx Education Policy and Resistance in the Trump Era 特朗普时代的拉丁裔教育政策与抵抗

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.403

Patricia D. López, William Pérez

引用次数: 7

Teacher Leadership for Social Change in Bilingual and Bicultural Education 双语和双文化教育中教师领导的社会变革

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.414

Christian Fallas Escobar

引用次数: 10

Latinx Education Under Attack: The Implications of Immigration Policy for Education 受到攻击的拉丁教育:移民政策对教育的影响

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.410

R. M. López, Yalidy Matos

{"title":"Latinx Education Under Attack: The Implications of Immigration Policy for Education","authors":"R. M. López, Yalidy Matos","doi":"10.24974/AMAE.12.3.410","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.410","url":null,"abstract":"This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131499728","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: 6

Unpacking Resilience and Trauma: Examining the “Trump Effect” in Higher Education for Undocumented Latinx College Students 拆解韧性与创伤:检视拉丁裔无证大学生高等教育中的“特朗普效应”

Association of Mexican American Educators Journal Pub Date : 2018-12-18 DOI: 10.24974/AMAE.12.3.405

Susana M. Muñoz, Darsella Vigil, Elizabeth M. Jach, M. M. Rodriguez-Gutierrez

引用次数: 25