"Somos pero no somos iguales"/We Are but We Are Not the Same: Unpacking Latinx Indigeneity and the Implications for Urban Schools

Autor/inn/en	López, Josué; Irizarry, Jason G.
Titel	"Somos pero no somos iguales"/We Are but We Are Not the Same: Unpacking Latinx Indigeneity and the Implications for Urban Schools
Quelle	In: Urban Education, 57 (2022) 9, S.1539-1564 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irizarry, Jason G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919835292
Schlagwörter	Urban Schools; Hispanic American Students; High School Students; Indigenous Populations; Critical Race Theory; Racial Identification; Migrants; Indigenous Knowledge; Self Concept; Second Language Learning; Foreign Countries; Language Usage; Cultural Differences; Native Language; Guatemala + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Sinti und Roma; Migrantin; Selbstkonzept; Zweitsprachenerwerb; Ausland; Sprachgebrauch; Kultureller Unterschied
Abstract	Applying several critical race theories as analytical frameworks, the authors present and analyze counterstories of Indigenous Latinx students attending an urban high school in a "new Latinx diaspora" community, underscoring points of convergence as well as the ways their experiences were distinct from those of their Latinx peers. The findings suggest that urban school improvement efforts often ignore Latinx Indigeneity and further alienate students. As such, more complex and nuanced understandings of Latinx communities are required to improve the quality of education offered to them. The article concludes by exploring the implications of this work for educators and researchers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01