"Ahí Fuimos Jalando Gente": Transnational Latina Mothers Navigating and Resisting Hyper-Gentrification in Dual-Language Schools

Autor/in	Gonzales, Grace Cornell
Titel	"Ahí Fuimos Jalando Gente": Transnational Latina Mothers Navigating and Resisting Hyper-Gentrification in Dual-Language Schools
Quelle	(2023), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Advantaged; Bilingual Education Programs; Hispanic American Students; Mother Attitudes; Social Justice; Racism; Neoliberalism; Access to Education; Migrants; Self Concept; Socioeconomic Status; Student Diversity; Equal Education; Activism; Mexican Americans; Puerto Ricans; Elementary School Students; Parent Participation + Suchen Sie Ihr Suchwort? Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mutterliebe; Soziale Gerechtigkeit; Rassismus; Neo-liberalism; Neoliberalismus; Education; Access; Bildung; Zugang; Bildungszugang; Migrantin; Selbstkonzept; Socio-economic status; Sozioökonomischer Status; Aktivismus; Politischer Protest; Puerto Rican; Puerto-Ricaner; Elternmitwirkung
Abstract	This study explores the experiences of transnational Latina mothers whose children are enrolled in hyper-gentrified dual-language programs. Drawing upon transnationalism (Sánchez & Kasun, 2012) and differential consciousness (Sandoval, 1991), I explored how these mothers' own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive advantage for privileged children. Ultimately, this paper highlights the ways mothers shifted between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families in ways that have increased racial and linguistic diversity in these programs, but have fallen short of increasing socioeconomic diversity. (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01