U.S. Latinos and Education Policy: Research-Based Directions for Change

U.S. Latinos and Education Policy: Research-Based Directions for Change


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Product Details

ISBN-13: 9780415747837
Publisher: Taylor & Francis
Publication date: 03/27/2014
Series: Sociocultural, Political, and Historical Studies in Education Series
Pages: 252
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


Sonia Nieto

Editors’ Introduction

Section I: Policy Concerns about Praxis and Cultural Capital Preservation

Chapter 1
National Myopia, Latino Futures, and Educational Policy
Pedro R. Portes & Spencer Salas

Chapter 2
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

Chapter 3
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

Chapter 4
Immigration and the American School System: The Second Generation at the Crossroads
Alejandro Portes

Chapter 5
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

Chapter 6
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

Chapter 7
Development and its social, economic, and educational consequences: The case of the Zimapán Hydroelectric Project
Sergio Quesada Aldana

Chapter 8
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

Chapter 9
Finding a Place: Migration and Education in Mixed-Status Families
Ariana Mangual Figueroa

Chapter 10
Talking the Walk: Classroom Discourse Strategies that Foster Dynamic Interactions with Latina/o Elementary School English Learners
Ruth Harman

Chapter 11
Changing the Pedagogical Culture of Schools with Latino English Learners: Re-culturing Instructional Leadership
Noni Mendoza Reis & Barbara Flores

Chapter 12
Beyond Educational Standards? Latino Student Learning Agency and Identity in Context
Richard P. Durán

Eugene E. García


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