1st Edition

Applying Anzalduan Frameworks to Understand Transnational Youth Identities Bridging Culture, Language, and Schooling at the US-Mexican Border

Edited By G. Sue Kasun, Irasema Mora-Pablo Copyright 2022
    198 Pages 3 B/W Illustrations
    by Routledge

    198 Pages 3 B/W Illustrations
    by Routledge

    Framed by the theoretical work of Gloria Anzaldúa, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the U.S. border to explore how young people engage in acts of "bridging" to develop rich, transnational identities.

    Using a wealth of empirical data gathered through interviews and observations, and featuring perspectives from multinational and transnational authors, this text highlights how youth resist racialized and raciolinguistic oppression in both formal and informal contexts by purposefully engaging with their heritage culture and language. In doing so, they defy deficit narratives and negotiate identities in the "in-between." As a whole, the volume engages issues of identity, language, and education, and offers a uniquely asset-based perspective on the complexities of transnational youth identity, demonstrating its value in educational and academic spaces in particular.

    This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and youth culture more broadly. Those interested in language and identity studies, as well as adolescence, schooling, and bilingualism, will also benefit from this volume.

    Angela Valenzuela

    Introduction: When the Bridge Could Build Itself--Without Permission--Through Mexican-Origin Transnational Youth
    G. Sue Kasun and Irasema Mora-Pablo

             Part 1: Resistance, Language, and Identity Among Mexican-Origin Transnational Youth

    1. Travesía and Resistance Across Borders. Achieving Nepantilism? 
      Nelly Paulina Trejo Guzmán
    2. Nepantla as Resistance for Transnational Youth in Northern Mexico
      Sandra Candel
    3. Nations Within Nations: The Heterogeneity of Mexican Transnationals of Indigenous Descent From Anzalduan Lenses
      David Martínez-Prieto
    4. Part 2: Formal Schooling and Transnationalism From an Anzalduan Lens

    5. Navigating Multiple Fronteras: The Transnational Experiences of Latina Second-Generation Immigrant College Students
      Janeth Martinez-Cortes
    6. Language as Boundary, Language as Bridge: The Linguistic Paths of Children of Return Migrants in Mexican Schools as Reported by Adults
      Kathleen Tacelosky
    7. Part 3: Theorizing Transnationalism with Anzaldúa

    8. Double Mestiza Consciousness: Aquí y Allá
      Colette Despagne and Mónica Jacóbo-Suarez
    9. It’s All Gone South! Applying Anzalduan Frameworks to Metonymy, Metaphor, and Mythologies to Understand the Language about Transnational Youth
      Steve Przymus and José Omar Serna Gutiérrez
    10. Malinche’s Move from Traitor to Survivor: Recasting Mexico's First Indigenous Woman to Reframe Mexican Origin Transnationals Returning Home
      G. Sue Kasun and Irasema Mora-Pablo

    Conclusion: Expanding Transnational Bridges for a World Where Many Worlds Fit
    Irasema Mora-Pablo and G. Sue Kasun


    G. Sue Kasun is Associate Professor of Language and Cultural Theory, Georgia State University, U.S. She is also the Director of the Center for Transnational & Multilingual Education.

    Irasema Mora-Pablo is Professor of Applied Linguistics, University of Guanajuato, Mexico.

    "This book is an excellent resource for educators, policymakers, scholars, and those interested in deepening their understanding of transnational youth who bring their linguistic repertoires, many talents, and resources across borders. The book offers a unique lens on Anzaldúan frameworks and multinational voices to inform our scholarship, community, and consciousness. This book is compelling, and each chapter provides a bridge to a better understanding of transnational youths who "have a lot to share with the rest of the community; therefore, they should stop being seen as a threat and consider them as part of a multicultural society" (p. 169)." - Rachel G. Salas, Teachers College Record