Hidden Knowing of Working-Class Transnational Mexican Families in Schools: Bridge-Building, Nepantlera Knowers

Autor/in	Kasun, G. Sue
Titel	Hidden Knowing of Working-Class Transnational Mexican Families in Schools: Bridge-Building, Nepantlera Knowers
Quelle	In: Ethnography and Education, 9 (2014) 3, S.313-327 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
DOI	10.1080/17457823.2014.911664
Schlagwörter	Mexican Americans; Migrant Workers; Working Class; Immigrants; Ethnography; Biculturalism; Risk; Cultural Differences; Indigenous Knowledge; Student Mobility; Family (Sociological Unit); Student School Relationship; Researchers; Case Studies; Participant Observation; Interviews; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Wanderarbeiter; Arbeiterklasse; Immigrant; Immigrantin; Immigranten; Ethnografie; Bikulturalität; Risiko; Kultureller Unterschied; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Familie; Schüler-Lehrer-Beziehung; Researcher; Forscher; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Ausland; Mexiko
Abstract	Reframing immigrant families as transnationals, this article highlights transnational families' ways of knowing. This study is based on a three-year, multi-sited critical ethnographic set of case studies of four families in the USA and Mexico. Transnational families in this study demonstrated Nepantlera knowing, or liminal, bridge-building knowing which continually endures remarkable transformations through oftentimes ambiguous and conflicting circumstances. Families experienced the world as liminal knowers, or people who lived the ambiguities of being in-between and as shape-shifters who navigated that in-betweenness. They also knew the world through their bridge-building efforts and through the risks, pain, and satisfaction of bridge-building work. Families managed multiple tensions of knowing in such an in-between space, and they were path-breaking in the ways they reached out to disparate groups by bridging differences. This article includes recommendations for educators and researchers towards creating a more democratic and equitable society by drawing from Nepantlera knowing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10