With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education. Going beyond just exposing educational inequalities, this volume provides intelligent and pragmatic research-based policy directions and tools for change for U.S. Latino Education and other multicultural contexts.
U.S. Latinos and Education Policy is organized round three themes: education as both product and process of social and historical events and practices; the experiences of young immigrants in schools in both U.S. and international settings and policy approaches to address their needs; and situated perspectives on learning among immigrant students across school, home, and community.
With contributions from leading scholars, including Luis Moll, Eugene E. Garcia, Richard P. Durán, Sonia Nieto , Angela Valenzuela, Alejandro Portes and Barbara Flores, this volume enhances existing discussions by showcasing how researchers working both within and in collaboration with Latino communities have employed multiple analytic frameworks; illustrating how current scholarship and culturally oriented theory can serve equity-oriented practice; and, focusing attention on ethnicity in context and in relation to the interaction of developmental and cultural factors. The theoretical and methodological perspectives integrate praxis research from multiple disciplines and apply this research directly to policy.
|Publisher:||Taylor & Francis|
|Series:||Sociocultural, Political, and Historical Studies in Education Series|
|Product dimensions:||5.90(w) x 8.70(h) x 0.80(d)|
About the Author
Pedro R. Portes is The Goizueta Foundation Distinguished Chair in Latino Teacher Education and Executive Director of the Center for Latino Achievement and Success in Education (CLASE), University of Georgia, USA.
Spencer Salas is Associate Professor, University of North Carolina at Charlotte, USA.
Patricia Baquedano-López is Associate Professor, University of California, Berkeley, USA.
Paula J. Mellom is Assistant Research Scientist, University of Georgia, USA.
Table of Contents
Section I: Policy Concerns about Praxis and Cultural Capital Preservation
National Myopia, Latino Futures, and Educational Policy
Pedro R. Portes & Spencer Salas
Thinking through the Decolonial Turn in Research and Praxis: Advancing New Understandings of the Community-School Relation in Latina/o Parent Involvement
Patricia Baquedano-López, Sera J. Hernandez & Rebecca A. Alexander
Cultivating a Cadre of Critically Conscious Teachers and “Taking this Country to a Totally New Place”
Angela Valenzuela & Patricia D. López
Section II: Children of Immigrants in Schools: Global and U.S. Policy Research
Immigration and the American School System: The Second Generation at the Crossroads
Divergent Paths to School Adaptation among Children of Immigrants: New Approaches and Insights to Existing Data
Cecilia Rios-Aguilar, Manuel S. Gonzalez Canché, & Pedro R. Portes
Recommendations from a Comparative Analysis of Educational Policies and Research for the Achievement of Latinos in the U. S. and Latin Americans in Spain towards Smarter Solutions
Martha Montero-Sieburth & Lidia Cabrera Perez
Development and its social, economic, and educational consequences: The case of the Zimapán Hydroelectric Project
Sergio Quesada Aldana
Transnational Mobility, Education and Subjectivity: Two Case Examples from Puerto Rico
Sandra Soto-Santiago & Luis C. Moll
Section III: A Closer Look at Families, Classroom Learning, and Identity Development
Finding a Place: Migration and Education in Mixed-Status Families
Ariana Mangual Figueroa
Talking the Walk: Classroom Discourse Strategies that Foster Dynamic Interactions with Latina/o Elementary School English Learners
Changing the Pedagogical Culture of Schools with Latino English Learners: Re-culturing Instructional Leadership
Noni Mendoza Reis & Barbara Flores
Beyond Educational Standards? Latino Student Learning Agency and Identity in Context
Richard P. Durán
Eugene E. García