Handbook of Latinos and Education

Theory, Research, and Practice
 
 
Routledge (Verlag)
  • 2. Auflage
  • |
  • erscheint ca. am 30. Juli 2021
  • |
  • 452 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-1-000-39990-5 (ISBN)
 

Now in its second edition, this Handbook offers a comprehensive review of rigorous, innovative, and critical scholarship profiling the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is now organized around four tighter key themes of history, theory, and methodology; policies and politics; language and culture; teaching and learning. New chapters broaden the scope of theoretical lenses to include intersectionality, as well as coverage of dual language education, discussion around the Latinx, and other recent updates to the field.

The Handbook of Latinos and Education is a must-have resource for educational researchers; graduate students; teacher educators; and the broad spectrum of individuals, groups, agencies, organizations, and institutions that share a common interest in and commitment to the educational issues that impact Latinos.

2. Auflage
  • Englisch
  • Milton
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
  • Neue Ausgabe
14 schwarz-weiße Abbildungen, 14 schwarz-weiße Zeichnungen, 16 schwarz-weiße Tabellen
  • 4,85 MB
978-1-000-39990-5 (9781000399905)
weitere Ausgaben werden ermittelt

EDITOR-IN-CHIEF

Enrique G. Murillo, Jr. - California State University, San Bernardino

Enrique G. Murillo, Jr. is Professor of Education at California State University, San Bernardino. He is the founding editor in chief of the Journal of Latinos and Education (JLE) and of the inaugural edition of the Handbook of Latinos and Education (HLE). Additionally, he is the founder of the National Latino Education Network (NLEN) and Latino Education and Advocacy Days (LEAD), the objective of which is to promote a broad-based awareness of the crisis in Latino education and to enhance the intellectual, cultural, and personal development of the Latino community's educators, administrators, leaders, and students.

SECTION I: History, Theory, and Methodology

Dolores Delgado Bernal - California State University, Los Angeles

Socorro Morales - The University of Texas at San Antonio

Dolores Delgado Bernal is Chair and Professor in the Department of Chicana(o) and Latina(o) Studies at California State University, Los Angeles.

Socorro Morales is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio.

SECTION II: Policies and Politics

Luis Urrieta, Jr. - The University of Texas at Austin

Eric Ruiz Bybee - Brigham Young University

Luis Urrieta, Jr. is the Suzanne B. and John L. Adams Endowed Professor of Education at the University of Texas at Austin.

Eric Ruiz Bybee is an assistant professor at Brigham Young University. His research interests include Latinx education; bilingual teacher education; and identity, belonging, and cultural knowledge in education.

SECTION III: Language and Culture

Juan Sánchez Muñoz - University of California, Merced

Victor Sáenz - The University of Texas at Austin

Daniel Villanueva - University of Houston, Downtown

Juan Sánchez Muñoz is the Chancellor of the University of California, Merced, and a former high school teacher, community college instructor, and university professor in education.

Victor Sáenz is a professor in the College of Education at the University of Texas at Austin and is the chair of the Department of Educational Leadership and Policy. He holds courtesy appointments with the Center for Mexican American Studies and various other research centers across the University.

Daniel Villanueva is a scholar-practitioner who serves as Vice President of Enrollment Management at the University of Houston, Downtown. His research interests include higher education administration, academic capitalism, student access, and Latinx issues.

SECTION IV: Teaching and Learning

Margarita Machado-Casas - San Diego State University

Katherine Espinoza - Texas A&M University, San Antonio

Margarita Machado-Casas is Chair and Full Professor in the Department of Dual Language and English Learner Education at San Diego State University. Her research interests include immigrant, Indigenous Afro-descendants, and bilingual/multilingual education, transnational communities, and minority agency.

Katherine Espinoza is an assistant professor at Texas A&M University, San Antonio, whose research focus is Latina/o identity construction of students, and preservice and in-service teachers.

Preface

Enrique G. Murillo, Jr. - California State University-San Bernardino

SECTION I: History, Theory and Methodology

Chapter 1: History, Theory, and Methodology: An Introduction

Socorro Morales and Dolores Delgado Bernal

Chapter 2: The United Status of Latinx: 2010-2020 Remix

Victoria-Maria MacDonald and Juan F. Carrillo

Chapter 3: Radical Joteria-Muxerista Love in the Classroom: Brown Queer Feminist Strategies for Social Transformation

Anita Tijerina Revilla, Joanna Nuñez, José Manuel Santillana Blanco, and Sergio A. Gonzalez

Chapter 4: A Chicana/Latina Feminist Methodology: Examining Pláticas in Educational Research

Alma Itzé Flores and Socorro Morales

Chapter 5: Listening to our Antepasados: Toward a Futurity of Chicanx/a/o and Puerto Rican Studies

Jason G. Irizarry and Nichole M. Garcia

SECTION II: Policies and Politics

Chapter 6: Policies and Politics: An Introduction

Luis Urrieta, Jr. and Eric Ruiz Bybee

Chapter 7: Latinx Faculty in la Academia: Power, Agency, and Sobrevivencia

José del Real Viramontes, Luis Urrieta, Jr., Rudolfo Chávez Chávez

Chapter 8: Changing Faces and Persistent Patterns for Education in the New Latino/a/x Diaspora

Edmund T. Hamann and Linda Harklau

Chapter 9: Monoglossic Language Education Policies and Latinx Students' Language

Ofelia García, Rosario Torres-Guevara

Chapter 10: Investing in Educational Equity for Latinos: How Accountability, Access and Systemic Inequity Shape Opportunity

Frances Contreras, Jessica Rodriguez

Chapter 11: Como Una Jaula De Oro: How Policy Impacts Undocumented Latina/o College Students

Lindsay Pérez Huber and Germán U. Aguilar-Tinajero

Chapter 12: Latina/o/x Teachers: History, Policies and Politics

Patricia D. López

Chapter 13: Presencing While Absent: Indigenous Latinxs and Education

David W. Barrilas Chón (Maya Poqomam), Pablo D. Montes and Judith Landeros

Chapter 14: Theorizing AfroLatinx Subjectivities, Afrolatinidades, and the Racial Politics of Identity in Education

Christopher L. Busey

SECTION III: Language and Culture

Chapter 15: Language and Culture: An Introduction

Juan Sánchez Muñoz, Victor Sáenz, and Daniel Villanueva

Chapter 16: The Problem With Latinx as a Racial Construct vis-a-vis Language and Bilingualism: Toward Recognizing Multiple Colonialisms in the Racialization of Latinidad

Laura C. Chávez-Moreno

Chapter 17: Content-Area Instruction for ELs from Kindergarten to Higher Education: Interventions, Investigations, and Innovative Directions

Margarita Huerta and Tiberio Garza

Chapter 18: Fear of a Brown Planet: Racial Politics and Latina/o Education Policy

Nolan L. Cabrera

Chapter 19: Mexican American Studies and Scholar Activism in a Decolonial Enactment of Citizenship: From Testimony to Testimonio

Angela Valenzuela, Eliza Epstein, María Del Carmen Unda

Chapter 20: Exploring Educational and Workforce Data Trends on Latino Boys and Men: Implications for Research and Practice

Wonsun Ryu, Jorge Burmicky, Victor Sáenz and Luis Ponjuan

Chapter 21: The History and Evolution of the Term Latinx

Cristobal Salinas Jr. and Adele Lozano

Chapter 22: Latinx/a/o LGBTQ+ Communities in Education

Antonio Duran

Chapter 23: The Critical Relevance of Bilingual Education and Bilingualism

Kellie Rolstad and Jeff MacSwan

SECTION IV: Teaching and Learning

Chapter 24: Teaching and Learning: An Introduction

Margarita Machado-Casas and Katherine Espinoza

Chapter 25: How Teachers Unknowingly Organize Failure for Children of Color by Creating "Zones of Negative Development"

Esteban Diaz and Bárbara Flores

Chapter 26: "Who are These Kids, Rejects from Hell?" Analyzing Hollywood Distortions of Latina/o High School Students

Tara J. Yosso and David G. García

Chapter 27: Cultural-Historical Perspectives on American Latinx Students and Educational Equity

Pedro R. Portes, Spencer Salas, and Margaret A. Gallego

Chapter 28: Young Latinx Learners in Early Childhood Education: Shifting Trends and Future Directions

Verónica E. Valdez, María E. Fránquiz, and Laura D. Turner

Chapter 29: Hermandad and Mentorship: An Innovative Approach Ensuring the Success of Latinx Preservice Teachers

Esther Garza, Hsiaoping Wu, Myriam Jimena Guerra, and Katherine Espinoza

Chapter 30: Cultivating Pedagogical Clarity: Dual-Language Bilingual Education Teachers' Changing Views of Literacy Practices as Influenced by Critical Dialogue

Susana Ibarra Johnson

Chapter 31: Latino Educational (In)Opportunities: Causes, Consequences, and Challenges to Unequal Opportunities to Learn

Lorena Camargo Gonzalez, Brianna R. Ramirez, Rebeca Burciaga, Lindsay Pérez Huber, and Daniel G. Solorzano

Chapter 32: Best Practices for Teaching Latino English Learners in U.S. Schools

Josefina Villamil Tinajero, Judith Hope Munter, and Blanca Araujo

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