Learning with Immigrant Indigenous Parents in School and Community

Autor/in	Baquedano-López, Patricia
Titel	Learning with Immigrant Indigenous Parents in School and Community
Quelle	In: Theory Into Practice, 60 (2021) 1, S.51-61 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baquedano-López, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2020.1829384
Schlagwörter	Immigrants; American Indian Students; College School Cooperation; Foreign Countries; Academic Language; Literacy; Hispanic American Students; Guidelines; Cultural Maintenance; Family School Relationship; Language Maintenance; American Indian Culture; American Indian Languages; Mexican Americans; Program Descriptions; Immersion Programs; English (Second Language); Second Language Learning; Second Language Instruction; Spanish; Elementary School Students; School Community Relationship; Parent Participation; Mexico + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Ausland; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Richtlinien; Sprachpflege; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Elternmitwirkung; Mexiko
Abstract	In this article I introduce a framework that centers indigenous educational sovereignty in university-school partnerships. Developed from collaborative work with Indigenous Maya families who are migrants from Yucatan, Mexico, the framework operates from an understanding that Indigenous parents have knowledge that is important for their children to acquire and that schools are key sites to support this knowledge. I begin the article with a description of the framework that guides our participation in the partnership and which supports indigenous educational sovereignty. I then provide a brief overview of research addressing the growing population of Indigenous Latinx families in US schools. I discuss the partnership which developed from a qualitative study on academic literacies and expanded into a colaborativo (collaborative) that centers on the revalorization and maintenance of indigenous Maya culture and language at the school. I conclude with an example from an activity organized under this partnership that illustrates our consultative process in our family-school-university collaboration. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01