Indigenous Immigrant Youth's Understandings of Power: Race, Labor, and Language

Autor/in	Barillas Chón, David W.
Titel	Indigenous Immigrant Youth's Understandings of Power: Race, Labor, and Language
Quelle	In: Association of Mexican American Educators Journal, 13 (2019) 2, S.15-41 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.13.2.427
Schlagwörter	Maya (People); Immigrants; Indigenous Populations; Hispanic Americans; Cultural Influences; Power Structure; Language Usage; Racial Bias; Public Schools; Minority Group Students; Cultural Differences; Identification (Psychology); Foreign Countries; High School Students; Mexican Americans; Spanish; Mayan Languages; Labor Market; Guatemala; Mexico + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Sinti und Roma; Hispanic; Hispanoamerikaner; Cultural influence; Kultureinfluss; Sprachgebrauch; Racial discrimination; Rassismus; Public school; Öffentliche Schule; Kultureller Unterschied; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Labour market; Arbeitsmarkt; Mexiko
Abstract	One highly significant yet under-investigated source of variation within the Latinx Education scholarship are Indigenous immigrants from Latin America. This study investigates how Maya and other Indigenous recent immigrant youth from Guatemala and Mexico, respectively, understand indigeneity. Using a Critical Latinx Indigeneities analytic, along with literature on the coloniality of power and settler-colonialism, I base my findings on a year-long qualitative study of eight self-identifying indigenous youth from Guatemala and Mexico and highlight two emergent themes: youth's understanding of (a) asymmetries of power based on division of labor, and (b) language hierarchies. I propose that race is a key component that contributes to the reproduction of divisions of labor and the subaltern positioning of Indigenous languages. Findings from this study provide linguistic, economic, and historical contexts of Maya and other Indigenous immigrants' lived experiences to educators and other stakeholders in public schools working with immigrant Latinx populations. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01