U.S. Latinos and Education Policy Research-Based Directions for Change

CONTENTS

Foreword
Sonia Nieto

Editors’ Introduction

Section I: Policy Concerns about Praxis and Cultural Capital Preservation

Chapter 1
National Myopia, Latino Futures, and Educational Policy
Pedro R. Portes & Spencer Salas

Chapter 2
Thinking through the Decolonial Turn in Research and Praxis:  Advancing New Understandings of the Community-School Relation in Latina/o Parent Involvement
Patricia Baquedano-López, Sera J. Hernandez & Rebecca A. Alexander

Chapter 3
Cultivating a Cadre of Critically Conscious Teachers and “Taking this Country to a Totally New Place”
Angela Valenzuela & Patricia D. López

Section II:  Children of Immigrants in Schools:  Global and U.S. Policy Research

Chapter 4
Immigration and the American School System:  The Second Generation at the Crossroads
Alejandro Portes

Chapter 5
Divergent Paths to School Adaptation among Children of Immigrants: New Approaches and Insights to Existing Data
Cecilia Rios-Aguilar, Manuel S. Gonzalez Canché, & Pedro R. Portes

Chapter 6
Recommendations from a Comparative Analysis of Educational Policies and Research for the Achievement of Latinos in the U. S. and Latin Americans in Spain towards Smarter Solutions      
Martha Montero-Sieburth & Lidia Cabrera Perez

Chapter 7
Development and its social, economic, and educational consequences: The case of the Zimapán Hydroelectric Project
Sergio Quesada Aldana

Chapter 8
Transnational Mobility, Education and Subjectivity:  Two Case Examples from Puerto Rico
Sandra Soto-Santiago & Luis C. Moll

Section III:  A Closer Look at Families, Classroom Learning, and Identity Development

Chapter 9
Finding a Place: Migration and Education in Mixed-Status Families
Ariana Mangual Figueroa

Chapter 10
Talking the Walk: Classroom Discourse Strategies that Foster Dynamic Interactions with Latina/o Elementary School English Learners
Ruth Harman

Chapter 11
Changing the Pedagogical Culture of Schools with Latino English Learners: Re-culturing Instructional Leadership
Noni Mendoza Reis & Barbara Flores

Chapter 12
Beyond Educational Standards? Latino Student Learning Agency and Identity in Context
Richard P. Durán

Afterword
Eugene E. García

Contributors

Biography

Pedro R. Portes is The Goizueta Foundation Distinguished Chair in Latino Teacher Education and Executive Director of the Center for Latino Achievement and Success in Education (CLASE), University of Georgia, USA.

Spencer Salas is Associate Professor, University of North Carolina at Charlotte, USA.

Patricia Baquedano-López is Associate Professor, University of California, Berkeley, USA.

Paula J. Mellom is Assistant Research Scientist, University of Georgia, USA.

"This edited book offers a near comprehensive view on the challenges Latino students face throughout various levels of the US education system.  A series of well-articulated contributions communicates a seamless experience for readers.  Critical issues (e.g., societal identity, public policy, pedagogical practices, individual learning needs) carry readers through three interdependent sections...Summing Up: Highly recommended. Upper-division undergraduate, graduate, research, and professional collections."-

           G. Moreno, Northeastern Illinois University, in CHOICE, January 2015

"… an important and timely contribution that forces readers to rethink taken-for-granted discourse, policy, and practice in the field. This volume proposes not only to correctly frame the ways in which the policies addressing the needs of Latino/a students have failed and in many cases have served to reproduce marginality, but a different approach grounded on interdisciplinary and multidisciplinary research that can inform meaningful policy changes."

          Jaime Grinberg, Montclair State University, USA

"Two elements distinguish this volume: its laser focus on policy, and its interdisciplinary and multinational nature…. The sum effect…is to offer a more hopeful vision of education for Latinos/as while at the same time recognizing the difficult struggle that lies ahead."

          Sonia Nieto, University of Massachusetts Amherst (Emerita), From the Foreword