Educational narratives written by several cohorts of Latina/o/x students in a college-level ethnic studies course, first-year retention program showed how the current hegemonic educational paradigm—with its attendant neo-liberal, colonial, white supremacist and Eurocentric logics—abates the accumulation and employment of community cultural wealth. Specifically, thesesystemic obstacles impact linguistic, navigational, and resistant capital as Latina/o/x students recount how learning English, feeling othered by classmates and teachers, and internalizing assimilationist and deficit-based ideologies to avoid harassment or mistreatment factored into their educational experiences. Situating community cultural wealth amid the Americanization, deculturalization, or assimilationist projects that have shaped the schooling conditions for students of color better accounts how educational practices, curriculum and spaces can destabilize the range of community cultural wealth competences Yosso has classified. This project adds complexity and highlights the fluidity in the community cultural wealth model by recognizing competing forces at work: the cultivation of these assets via family/community home spaces, discourses and networks, as well as the attrition of these competencies in formal educational spaces. As such, this study contributes to the existing research about CCW by underscoring a dimensionality not yet fully addressed, and, by recognizing the epistemological significance of these skill sets.
{"title":"Eroding Community Cultural Wealth: How Schooling Devalues Latina/o/x Students’ Identity, Pride, and Language","authors":"Sonya M. Alemán","doi":"10.24974/amae.17.1.472","DOIUrl":"https://doi.org/10.24974/amae.17.1.472","url":null,"abstract":"Educational narratives written by several cohorts of Latina/o/x students in a college-level ethnic studies course, first-year retention program showed how the current hegemonic educational paradigm—with its attendant neo-liberal, colonial, white supremacist and Eurocentric logics—abates the accumulation and employment of community cultural wealth. Specifically, thesesystemic obstacles impact linguistic, navigational, and resistant capital as Latina/o/x students recount how learning English, feeling othered by classmates and teachers, and internalizing assimilationist and deficit-based ideologies to avoid harassment or mistreatment factored into their educational experiences. Situating community cultural wealth amid the Americanization, deculturalization, or assimilationist projects that have shaped the schooling conditions for students of color better accounts how educational practices, curriculum and spaces can destabilize the range of community cultural wealth competences Yosso has classified. This project adds complexity and highlights the fluidity in the community cultural wealth model by recognizing competing forces at work: the cultivation of these assets via family/community home spaces, discourses and networks, as well as the attrition of these competencies in formal educational spaces. As such, this study contributes to the existing research about CCW by underscoring a dimensionality not yet fully addressed, and, by recognizing the epistemological significance of these skill sets.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123168300","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}
{"title":"Latinx experiences in U.S. schools: Voices of students, teacher educators, and education allies in challenging sociopolitical times","authors":"B. Heinsfeld","doi":"10.24974/16.1.468","DOIUrl":"https://doi.org/10.24974/16.1.468","url":null,"abstract":"","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130754481","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}
{"title":"Latinx experiences in U.S. schools: Voices of students, teachers, teacher educators, and education allies in challenging sociopolitical times","authors":"B. Heinsfeld","doi":"10.24974/16.1.469","DOIUrl":"https://doi.org/10.24974/16.1.469","url":null,"abstract":"","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126179481","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}
{"title":"Growing up Latinx: Coming of age in a time of contested citizenship","authors":"Jerry Romero","doi":"10.24974/16.1.467","DOIUrl":"https://doi.org/10.24974/16.1.467","url":null,"abstract":"","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122462545","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}
{"title":"Looking like language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad","authors":"Elizabeth Hughes Karnes","doi":"10.24974/16.1.470","DOIUrl":"https://doi.org/10.24974/16.1.470","url":null,"abstract":"","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"67 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114003869","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}
Lorena Gutiérrez, Yajaira Calderon, Louie F. Rodríguez, E. Espinoza, Cindy Macias, Elisa Chang
This article examines the foundations of Latina/o/x excellence as a culturally-embedded practice born, taught, and cultivated in the home by the family members of Latina/o/x high school students. The research team conducted a phenomenological study on excellence in the home, school and community of Latina/o/x youth in Southern California. In this study, we examined the definition and source of excellence in the homes of Latina/o/x high school students through a Lotería Card Project inspired by artist, teacher, and professor, Dr. Luis-Genaro Garcia. Findings demonstrate that excellence involves meeting and excelling expectations in the home, is learned through intergenerational knowledge and lived experience, and is grounded in reciprocity. We offer suggestions to educators on how to learn about excellence in the lives of Latina/o/x students and their families.
{"title":"\"La Excelencia Son Los Valores\": Using the Lotería Game to Understand the Foundations of Latina/o/x Excellence Cultivated at Home","authors":"Lorena Gutiérrez, Yajaira Calderon, Louie F. Rodríguez, E. Espinoza, Cindy Macias, Elisa Chang","doi":"10.24974/16.1.456","DOIUrl":"https://doi.org/10.24974/16.1.456","url":null,"abstract":"This article examines the foundations of Latina/o/x excellence as a culturally-embedded practice born, taught, and cultivated in the home by the family members of Latina/o/x high school students. The research team conducted a phenomenological study on excellence in the home, school and community of Latina/o/x youth in Southern California. In this study, we examined the definition and source of excellence in the homes of Latina/o/x high school students through a Lotería Card Project inspired by artist, teacher, and professor, Dr. Luis-Genaro Garcia. Findings demonstrate that excellence involves meeting and excelling expectations in the home, is learned through intergenerational knowledge and lived experience, and is grounded in reciprocity. We offer suggestions to educators on how to learn about excellence in the lives of Latina/o/x students and their families.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116717432","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}
This article examines the language ideologies of the lead teacher and of five Mexican mothers of Spanish-speaking, emergent bilingual children in a Head Start program in Arizona. Data from semi-structured interviews, informal conversations, and participant-observation field notes were analyzed using the interrelated concepts of language ideologies and family language policy. The teacher and mothers adhered to ideologies that benefit children’s emergent bilingualism such as expressing pride for the children’s bilingual skills and the view that parents should use Spanish with their children to maintain the children’s bilingualism. However, some of their notions were more in line with ideologies of language separation where linguistic labor and instruction was divided in such a manner that children developed their English skills at school and Spanish abilities at home. The findings highlight the important role of the mothers’ and teacher’s positive and negative lived experiences with language and bilingualism.
{"title":"“There will only be English in Kindergarten”: The Language Ideologies of the Lead Teacher and of Mexican Mothers in an Arizona Head Start Program serving Spanish-Speaking Latino Children","authors":"D. Cuéllar","doi":"10.24974/amae.16.1.462","DOIUrl":"https://doi.org/10.24974/amae.16.1.462","url":null,"abstract":"This article examines the language ideologies of the lead teacher and of five Mexican mothers of Spanish-speaking, emergent bilingual children in a Head Start program in Arizona. Data from semi-structured interviews, informal conversations, and participant-observation field notes were analyzed using the interrelated concepts of language ideologies and family language policy. The teacher and mothers adhered to ideologies that benefit children’s emergent bilingualism such as expressing pride for the children’s bilingual skills and the view that parents should use Spanish with their children to maintain the children’s bilingualism. However, some of their notions were more in line with ideologies of language separation where linguistic labor and instruction was divided in such a manner that children developed their English skills at school and Spanish abilities at home. The findings highlight the important role of the mothers’ and teacher’s positive and negative lived experiences with language and bilingualism.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131933282","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}
During the past several decades, historians have investigated various aspects of the Chicano movement. In most of these studies, the important role that moderate liberal activists have played in promoting significant social change during the same period has been slighted. By moderate liberal activists, I mean those who depended on the federal government to help solve the problems facing the Mexican-American community, trusted mainstream institutions and political leaders to eliminate discrimination, and, most importantly, rejected the politics of protest. Little is known about these individuals. Who were these men and women, and how did they contribute to the struggle for social justice and educational equality? The following study examines the role that some moderate liberal educators played in promoting school reform during the height of the Chicano movement. It focuses on the drafting of the May 25, 1970 memorandum and the role played by Mexican Americans in shaping its development. This memorandum was the first major policy developed by the Office for Civil Rights to deal with the issue of discrimination against linguistically distinct children in the public schools. It clarified the Department of Health, Education, and Welfare’s (HEW) position on the responsibility of local school districts to “provide equal educational opportunity to national origin minority group children deficient in English language skills.” I argue that while Mexican- American moderates did not play a direct role in the formulation of this policy due to their exclusion from federal agencies prior to the 1960s, they did play a crucial role in its enforcement. Their involvement in the implementation of the memorandum was the origins of meaningful Mexican-American participation in the shaping of educational policies at the national level.
{"title":"Mexican-American Moderates and the Shaping of Federal Education Policy: The Case of the May 25, 1970 Memorandum","authors":"Guadalupe San Miguel, Jr.","doi":"10.24974/amae.16.1.461","DOIUrl":"https://doi.org/10.24974/amae.16.1.461","url":null,"abstract":"During the past several decades, historians have investigated various aspects of the Chicano movement. In most of these studies, the important role that moderate liberal activists have played in promoting significant social change during the same period has been slighted. By moderate liberal activists, I mean those who depended on the federal government to help solve the problems facing the Mexican-American community, trusted mainstream institutions and political leaders to eliminate discrimination, and, most importantly, rejected the politics of protest. Little is known about these individuals. Who were these men and women, and how did they contribute to the struggle for social justice and educational equality? \u0000The following study examines the role that some moderate liberal educators played in promoting school reform during the height of the Chicano movement. It focuses on the drafting of the May 25, 1970 memorandum and the role played by Mexican Americans in shaping its development. This memorandum was the first major policy developed by the Office for Civil Rights to deal with the issue of discrimination against linguistically distinct children in the public schools. It clarified the Department of Health, Education, and Welfare’s (HEW) position on the responsibility of local school districts to “provide equal educational opportunity to national origin minority group children deficient in English language skills.” I argue that while Mexican- American moderates did not play a direct role in the formulation of this policy due to their exclusion from federal agencies prior to the 1960s, they did play a crucial role in its enforcement. Their involvement in the implementation of the memorandum was the origins of meaningful Mexican-American participation in the shaping of educational policies at the national level.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122041673","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}
This article utilizes critical race theory counterstorytelling to tell a story about ¡Poder Xicanx!, a Mexican-based student organization at a private, predominantly white university in the Northeast of the United States. Drawing on in-depth interviews, participant observations, pláticas, and document analysis, I document the educational experiences of 20 Mexican/Mexican American/Xicanx (MMAX) undergraduate students who participated in ¡Poder Xicanx!. Specifically, I argue that ¡Poder Xicanx! functions as a counter-space, which is a site or space where MMAX students can challenge stereotypes, deal with racism, and empower one another. Moreover, I also highlight the fact that ¡Poder Xicanx! allows for members to create a home away from home, sustain and practice their cultural ties, and collectively build critical consciousness.
{"title":"HorCHATa: A Counterstory about a Mexican-based Student Organization as a Counter-space at a Predominantly White University","authors":"M. Gonzalez","doi":"10.24974/amae.16.1.459","DOIUrl":"https://doi.org/10.24974/amae.16.1.459","url":null,"abstract":"This article utilizes critical race theory counterstorytelling to tell a story about ¡Poder Xicanx!, a Mexican-based student organization at a private, predominantly white university in the Northeast of the United States. Drawing on in-depth interviews, participant observations, pláticas, and document analysis, I document the educational experiences of 20 Mexican/Mexican American/Xicanx (MMAX) undergraduate students who participated in ¡Poder Xicanx!. Specifically, I argue that ¡Poder Xicanx! functions as a counter-space, which is a site or space where MMAX students can challenge stereotypes, deal with racism, and empower one another. Moreover, I also highlight the fact that ¡Poder Xicanx! allows for members to create a home away from home, sustain and practice their cultural ties, and collectively build critical consciousness.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127239491","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}
{"title":"(Re)Orienting Translanguaging in Bilingual Education","authors":"Nelson Flores","doi":"10.24974/amae.15.3.457","DOIUrl":"https://doi.org/10.24974/amae.15.3.457","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123201026","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}
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