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.

This critical anthology showcases an interdisciplinary forum of scholars sharing a common interest in the analysis, discussion, critique, and dissemination of educational issues impacting Latinos. Drawing on the best of the past 20 years of the Journal of Latinos and Education, the collection highlights work that has been seminal in addressing complex educational issues affecting and influencing the growing Latina and Latino population. Chapters discuss the production and application of wisdom and knowledge to real-world problems while engaging and collaborating with the interests of key stakeholders in other sectors outside the "traditional" academy. Organized thematically around issues related to policy, research, practice, and creative and literary works, the collection is sure to extend and encourage novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and education.

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.

Winner of the 2007 SANA Book Award

Complete List of Authors:
Dorothy Holland, Donald M. Nonini, Catherine Lutz, Lesley Bartlett, Marla Frederick-McGlathery, Thaddeus C. Guldbrandsen, and Enrique G. Murillo, Jr.

View the Table of Contents. Read the Preface.

aLocal Democracy Under Siege argues persuasively that American democracy is at a pivotal moment where the forces of exclusion and the ideology of market rule contest with new forms of political activism and engaged citizenship. Readers will see many of the same issues that North Carolina faces in their own communities and will take away new perspectives on power, race, class, and activism from this cogent and timely analysis.a
--Louise Lamphere, Past President of the American Anthropological Association

aProduces new insights into the amakeovera of local governmenta--"Choice"

aDebates about democracy often get stuck at the national scale. But the capacity for ordinary people to shape the conditions of their lives through politics and public speech is often greatest at the local level. This important book opens up anthropological perspectives on how this happens. It situates the challenges of local politics amid the constraints of neoliberalism, but also reports on the creative solutions different communities have developed to the distinctive problems they face.a
--Craig Calhoun, President, Social Science Research Council

aThis book opens up the crucial questions of what democracy means in the U.S. today and the ways in which everyday Americans struggle to make themselves heard. Conceptually, methodologically, and theoretically this book realizes the potential for anthropological analysis as a way tounderstand the dangers of increasing inequality in the contemporary U.S. It is a major contribution.a
--Ida Susser, author of "Norman Street: Poverty and Politics in an Urban Neighborhood"

"A luminous work about everyday citizens that should free up local democratic energies across the land!"
--Aihwa Ong, author of "Neoliberalism as Exception: Mutations in Citizenship and Sovereignty"

"This unique study provides a vital enquiry into the troubled times of local democracy and poses critical questions about its future in the USA."
--John Clarke, author of "Changing Welfare, Changing States"

aNicely illustrate the problems that plaue local democracya
--"Political Science Quaterly"

What is the state of democracy at the turn of the 21st century? To answer this question, seven scholars lived for a year in five North Carolina communities. They observed public meetings of all sorts, had informal and formal interviews with people, and listened as people conversed with each other at bus stops and barber shops, soccer games and workplaces. Their collaborative ethnography allows us to understand how diverse members of a community-not just the elite-think about and experience "politics" in ways that include much more than merely voting.

This book illustrates how the social and economic changes of the last three decades have made some new routes to active democratic participation possible while making others more difficult. Local Democracy Under Siege suggests how we can account for the current limitations of U.S. democracy and how remedies can be created that ensure more meaningful participation by a greater range of people.

Complete List of Authors (pictured)
FromLeft to Right, bottom row: Enrique Murillo, Jr., Thaddeus Guldbrandsen, Marla Frederick-McGlathery.
Top row: Dorothy Holland, Catherine Lutz, Lesley Bartlett, and Don Nonini.

This critical anthology showcases an interdisciplinary forum of scholars sharing a common interest in the analysis, discussion, critique, and dissemination of educational issues impacting Latinos. Drawing on the best of the past 20 years of the Journal of Latinos and Education, the collection highlights work that has been seminal in addressing complex educational issues affecting and influencing the growing Latina and Latino population. Chapters discuss the production and application of wisdom and knowledge to real-world problems while engaging and collaborating with the interests of key stakeholders in other sectors outside the "traditional" academy. Organized thematically around issues related to policy, research, practice, and creative and literary works, the collection is sure to extend and encourage novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and education.

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, well established Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

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, well established Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

Winner of the 2007 SANA Book Award

Complete List of Authors:
Dorothy Holland, Donald M. Nonini, Catherine Lutz, Lesley Bartlett, Marla Frederick-McGlathery, Thaddeus C. Guldbrandsen, and Enrique G. Murillo, Jr.

View the Table of Contents. Read the Preface.

aLocal Democracy Under Siege argues persuasively that American democracy is at a pivotal moment where the forces of exclusion and the ideology of market rule contest with new forms of political activism and engaged citizenship. Readers will see many of the same issues that North Carolina faces in their own communities and will take away new perspectives on power, race, class, and activism from this cogent and timely analysis.a
--Louise Lamphere, Past President of the American Anthropological Association

aProduces new insights into the amakeovera of local governmenta--"Choice"

aDebates about democracy often get stuck at the national scale. But the capacity for ordinary people to shape the conditions of their lives through politics and public speech is often greatest at the local level. This important book opens up anthropological perspectives on how this happens. It situates the challenges of local politics amid the constraints of neoliberalism, but also reports on the creative solutions different communities have developed to the distinctive problems they face.a
--Craig Calhoun, President, Social Science Research Council

aThis book opens up the crucial questions of what democracy means in the U.S. today and the ways in which everyday Americans struggle to make themselves heard. Conceptually, methodologically, and theoretically this book realizes the potential for anthropological analysis as a way tounderstand the dangers of increasing inequality in the contemporary U.S. It is a major contribution.a
--Ida Susser, author of "Norman Street: Poverty and Politics in an Urban Neighborhood"

"A luminous work about everyday citizens that should free up local democratic energies across the land!"
--Aihwa Ong, author of "Neoliberalism as Exception: Mutations in Citizenship and Sovereignty"

"This unique study provides a vital enquiry into the troubled times of local democracy and poses critical questions about its future in the USA."
--John Clarke, author of "Changing Welfare, Changing States"

aNicely illustrate the problems that plaue local democracya
--"Political Science Quaterly"

What is the state of democracy at the turn of the 21st century? To answer this question, seven scholars lived for a year in five North Carolina communities. They observed public meetings of all sorts, had informal and formal interviews with people, and listened as people conversed with each other at bus stops and barber shops, soccer games and workplaces. Their collaborative ethnography allows us to understand how diverse members of a community-not just the elite-think about and experience "politics" in ways that include much more than merely voting.

This book illustrates how the social and economic changes of the last three decades have made some new routes to active democratic participation possible while making others more difficult. Local Democracy Under Siege suggests how we can account for the current limitations of U.S. democracy and how remedies can be created that ensure more meaningful participation by a greater range of people.

Complete List of Authors (pictured)
FromLeft to Right, bottom row: Enrique Murillo, Jr., Thaddeus Guldbrandsen, Marla Frederick-McGlathery.
Top row: Dorothy Holland, Catherine Lutz, Lesley Bartlett, and Don Nonini.

The authors describe a new demographic phenomenon: the settlement of Latino families in areas of the United States where previously there has been little Latino presence.This New Latino Diaspora places pressures on host communities, both to develop conceptualizations of Latino newcomers and to provide needed services.These pressures are particularly felt in schools; in some New Latino Diaspora locations the percentage of Latino students in local public schools has risen from zero to 30 or even 50 percent in less than a decade.Latino newcomers, of course, bring their own language and their own cultural conceptions of parenting, education, inter-ethnic relations and the like. Through case studies of Latino Diaspora communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, the eleven chapters in this volume describe what happens when host community conceptions of and policies toward newcomer Latinos meet Latinos' own conceptions. The chapters focus particularly on the processes of educational policy formation and implementation, processes through which host communities and newcomer Latinos struggle to define themselves and to meet the educational needs and opportunities brought by new Latino students.Most schools in the New Latino Diaspora are unsure about what to do with Latino children, and their emergent responses are alternately cruel, uninformed, contradictory, and inspirational.By describing how the challenges of accommodating the New Latino Diaspora are shared across many sites the authors hope to inspire others to develop more sensitive ways of serving Latino Diaspora children and families.

The authors describe a new demographic phenomenon: the settlement of Latino families in areas of the United States where previously there has been little Latino presence.This New Latino Diaspora places pressures on host communities, both to develop conceptualizations of Latino newcomers and to provide needed services.These pressures are particularly felt in schools; in some New Latino Diaspora locations the percentage of Latino students in local public schools has risen from zero to 30 or even 50 percent in less than a decade.Latino newcomers, of course, bring their own language and their own cultural conceptions of parenting, education, inter-ethnic relations and the like.

Through case studies of Latino Diaspora communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, the eleven chapters in this volume describe what happens when host community conceptions of and policies toward newcomer Latinos meet Latinos' own conceptions. The chapters focus particularly on the processes of educational policy formation and implementation, processes through which host communities and newcomer Latinos struggle to define themselves and to meet the educational needs and opportunities brought by new Latino students.Most schools in the New Latino Diaspora are unsure about what to do with Latino children, and their emergent responses are alternately cruel, uninformed, contradictory, and inspirational.By describing how the challenges of accommodating the New Latino Diaspora are shared across many sites the authors hope to inspire others to develop more sensitive ways of serving Latino Diaspora children and families.