Revisiting Education in the New Latino Diaspora

Edited by:
Edmund Hamann, University of Nebraska-Lincoln
Stanton Wortham, University of Pennsylvania
Enrique G. Murillo Jr, California State University-San Bernardino

A volume in the series: Education Policy in Practice: Critical Cultural Studies. Editor(s): Rodney Hopson, University of Illinois - Urbana Champaign. Edmund Hamann, University of Nebraska-Lincoln.

Published 2015

For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.

Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

"Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. ~ Rebecca M. Callahan, Associate Professor - University of Texas-Austin

As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in 'low density' districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. ~ Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey

Foreword, Amanda Morales. I. Intro (Revision of Edmund T. Hamann & Linda Harklau [2010]) II. Actors and improvisational local practice (Grassroots to policy) 2: Erika Bruening: Doing it on their own: the experiences of two Latino English language learners in a low-incidence context. 3: Luis Urrieta, Lan Kolano, and Ji-Yeon O Jo: Learning from the testimonio of a “successful” undocumented Latino student in North Carolina. 4: John Raible and Jason Irizarry: Racialization and the Ideology of Containment in the Education of Latino Youth. 5: Casimiro Leco Tomas: Migrantes Indígenas Purépechas: Educación Bilingüe México-Estados Unidos. 6: C. Allen Lynn: A Cultural Political Economy of Public Schooling in Rural South Georgia: The Push/Pull Dynamics of Immigrant Labor. 7: Stephanie Flores-Koulish: The Secret Minority of the New Latino/a Diaspora. 8: Linda Harklau and Soria Colomer: Defined by language: The role of foreign language departments in Latino education in southeastern new diaspora communities. 9: Stanton Wortham & Catherine Rhodes: Heterogeneity in the New Latino Diaspora. III. Existing infrastructure responds 10: Frances Contreras, Tom Stritikus, Kathryn Torres, & Karen O’Reilly Diaz: Teacher Perceptions, Practices and Expectations Conveyed to Latino Students and Families in Washington State. 11: Jennifer K. Adair: Early Childhood Education Barriers between Immigrant Parents and Teachers within the New Latina(o) Diaspora. 12: Socorro G. Herrera and Melissa A. Holmes: The 3 R's: Rhetoric, Recruitment, and Retention. 13: Rebecca Lowenhaupt: Bilingual Education Policy in Wisconsin’s New Latino Diaspora. 14: Sarah Gallo, Stanton Wortham, and Ian Bennett: Increasing “Parent Involvement” in the New Latino Diaspora. 15: Adam Sawyer: Professional Development Across Borders: Binational Teacher Exchanges in the New Latino Diaspora. 16: Katherine Richardson Bruna: The Iowa Administrators' and Educators' Immersion Experience: Transcultural Sensitivity, Transhumanization, and the Global Soul. 17: Jennifer Stacy, Edmund T. Hamann, & Enrique G. Murillo, Jr.: Education Policy Implementation in the New Latino Diaspora.

"The New Latino Diaspora (NLD) refers to areas of the US that have not traditionally been home to Latinos but are experiencing—now and in recent years—an increase in their Latino populations. These rapidly shifting demographics have major implications for education systems. These implications are carefully and thoroughly excavated throughout this text in a way that is both scholarly and story-like. Editors Hamann (Univ. of Nebraska—Lincoln), Wortham (Univ. of Pennsylvania), and Murillo (California State Univ., San Bernardino) have compiled a comprehensive collection of research highlighting the heterogeneity of NLD populations in the US, as well as the improvisational nature of the response of various education systems. Each chapter explores a different facet of the NLD educational experience; each chapter is captivating in its own right, but taken together they weave an encompassing narrative on the complexity of Latino immigration and education in the US. A volume in Educational Policy and Practice: Critical Cultural Studies Series, this book is critical for individuals engaged in any aspect of educating Latino youth in the United States." M. B. Hopkins Nazareth College of Rochester in CHOICE

Listen to Ted Hamann discuss this book at the following podcast link: