Exploring the Borderlands: Elementary School Teachers' Navigation of Immigration Practices in a New Latino Diaspora Community

Autor/inn/en	Gallo, Sarah; Link, Holly
Titel	Exploring the Borderlands: Elementary School Teachers' Navigation of Immigration Practices in a New Latino Diaspora Community
Quelle	In: Journal of Latinos and Education, 15 (2016) 3, S.180-196 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2015.1099531
Schlagwörter	Elementary School Teachers; Immigration; Hispanic American Students; Undocumented Immigrants; Educational Practices; Ethnography; Interviews; Student Experience; Relocation; Teacher Student Relationship; Teacher Education; Elementary School Students; Participant Observation; Video Technology; Heuristics; Pennsylvania + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Illegaler Aufenthalt; Bildungspraxis; Ethnografie; Interviewing; Interviewtechnik; Studienerfahrung; Umsetzung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Teilnehmende Beobachtung; Heuristik
Abstract	Drawing primarily on interview data from a 5-year ethnography on the school experiences of Mexican immigrant children in a New Latino Diaspora community, we explore how their teachers understood and responded to increasing deportation-based immigration practices affecting children's lives. We illustrate how teachers fell along a continuum regarding their desire and success in pushing beyond their comfort zones to create spaces in which they learned from, and built on, students' immigration experiences. We argue for teacher education that prepares educators to become border crossers who engage with aspects of difference, such as immigration status, that are rarely discussed in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01