Unpacking Legality through "La Facultad" and Cultural Citizenship: Critical and Legal Consciousness Formation for Politicized Latinx Undocumented Youth Activists

Autor/in	Muñoz, Susana M.
Titel	Unpacking Legality through "La Facultad" and Cultural Citizenship: Critical and Legal Consciousness Formation for Politicized Latinx Undocumented Youth Activists
Quelle	In: Equity & Excellence in Education, 51 (2018) 1, S.78-91 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2018.1441762
Schlagwörter	Undocumented Immigrants; College Students; Hispanic American Students; Political Attitudes; Activism; Interviews; Knowledge Level; Citizenship; Court Litigation; Federal Legislation; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Collegestudent; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Political attitude; Politische Einstellung; Aktivismus; Politischer Protest; Interviewing; Interviewtechnik; Wissensbasis; Staatsbürgerschaft; Rechtsstreit; Bundesrecht
Abstract	Over the last ten years, there has been an increasingly growing body of scholarship devoted to undocumented college students in higher education. Prior scholarship has focused on how undocumented students negotiate their political and civic identity within the undocumented youth movement. However, immigration research within higher education has not addressed how undocumented students come to understand their legal consciousness. I intersect legal consciousness with Anzaldúa's (1987) "la facultad/nepantla" and cultural citizenship theory (Rosaldo, 1987) to frame the process of how politicized Latinx undocumented students come to hone their critical legal consciousness within the context of higher education and social activism. Using data from 39 individual interviews with 13 undocumented student activists who self-identified as "undocumented and unafraid," the findings reveal four forms of navigation for how undocumented students come to understand their legal consciousness as they negotiate colonized spaces: (a) reconfiguring legality though migration and family experiences; (b) negotiating contexts and disclosure; (c) critical enactment of cultural citizenship; and (d) disrupting and reclaiming colonized spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01