This volume does more than document an educational dynamic that impacts Latino populations across the United States; it also connects educational challenges to concrete plans for how those problems can be resolved. Both experienced and new scholars describe strategies and outline policies to support academic success, affirm identity and belonging, and show how educational institutions can be transformed to better serve Latino constituencies in a post-pandemic and post-Trump world. Examples from elementary education to higher education supply familiar points of entry, but also challenge readers to explore scenarios and strategies that they have not previously considered. Each chapter begins with empirical documentation of an educational problem involving Latino populations where their presence is relatively new, and goes on to outline how that problem can be resolved. The text includes depictions of thoughtful parent-teacher partnerships, what authentically welcoming college campuses might look like, how high school literature classes could include more Latino authors, and much more.Book Features:
Includes detailed examples of practice to assist teachers and school leaders in restructuring their classrooms and programs to better serve Latino students. Describes settings and scenarios from across the United States that will be familiar to those teaching, leading, or preparing to do so. Focuses on the new diaspora as distinct from states with traditionally large Latino populations. Argues that lagging educational outcomes are not inevitable and that inclusion, engagement, and success are possible and worth striving for.
Contributors include Vanessa Anthony-Stevens, Scott Beck, Lisa Dorner, Amanda Morales, Sophia Rodriguez, and Jessica Sierk.
Contents
Foreword Sofia A. Villenas vii
1. From Challenges to Improvements: Creating Culturally Responsive Practice
in the New Latino Diaspora 1
Edmund T. Hamann, Socorro G. Herrera, Enrique G. Murillo, Jr., and Stanton
Wortham
2. Imagineering More Inclusive Teacher Education: Systemic Approaches to
Challenging the Predominance of Whiteness in Education 8
Amanda R. Morales, Lydiah Kiramba, Ricardo Martinez, and Edmund T. Hamann
3. Impacto sin Quemarse: Building Understanding of the Latinx
Immigrant/Migrant Experience Through Literature 20
Scott Beck, Alma Stevenson, and Yasar Bodur
4. Reengineering Professional Development for Educational Leaders in the New
Latinx Diaspora of the U.S. Midwest 38
Lisa M. Dorner and Emily R. Crawford
5. Reframing Emergent Multilinguals as First-Class Citizens in the New
Latinx Diaspora of New Jersey 56
Meredith McConnochie
6. Imagining and Reengineering Inclusive Schooling for All Students in the
New Latino Diaspora 71
Tricia Gray
7. Lessons From the New Latinx Diaspora in Idaho: Negotiating Access to
School Success and Well-Being 87
Eulalia Gallegos Buitron and Vanessa Anthony-Stevens
8. Intersectional Potentialities in Non-Urban K12 Education: Envisioning
the Future for New Latinx Diaspora Nebraska 103
Jessica Sierk
9. Leveraging Existing Educator Expertise: Serving Latinx Students in the
Rural Southeast 118
Julie Yammine and Rebecca Lowenhaupt
10. Luchando Contra La Corriente (Fighting Against the Current):
Historicizing Our Latinx Identities 132
Socorro G. Herrera, Lisa Lynn Porter, and Katherine Barko-Alva
11. Transforming K12 School District Structures to Center Latinx Newcomers
146
Megan Hopkins and Hayley Weddle
12. Studying Up to Reimagine and Reframe the Dual Language Bilingual
Education Agenda in the New Latino Diaspora 156
Jessica Mitchell-McCollough
13. The Bureaucratic Paradox: Newcomer Unaccompanied Children, Educational
Access, and Strategies for Increasing Flourishing Through an Ecosystem of
Care 169
Sophia Rodriguez, Lisa Lopez-Escobar, and Katya Murillo-Valencia
14. The Praxis of More Welcoming, More Just, More Successful Schooling in
the New Latino Diaspora 191
Edmund T. Hamann, Socorro G. Herrera, Stanton Wortham, and Enrique G.
Murillo
Index 195
About the Editors and Contributors 204
Edmund T. Hamann is a professor in the department of Teaching, Learning, and Teacher Education at the University of Nebraska.
Socorro G. Herrera is professor of curriculum and instruction at The Kansas State University and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA).
Enrique G. Murillo Jr. is a professor in the department of Teacher Education and Foundations at California State University San Bernardino.
Stanton Wortham is Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development, Boston College.
