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This book counters the common understanding of study abroad in
Latin America as a White and middle-class colonizer practice and
re-imagines it to fit the needs of Latinx immigrant/transnational
higher education students. The book centers Latinx youth inhabiting
familial heritage spaces as a pathway toward a deeper understanding
of themselves as racialized and colonized individuals, reframing
study abroad for Latinx youth as a way for them to reclaim,
negotiate and strengthen their own immigrant/Latino/a/Chicano/a and
other identities. The text is undergirded by a theoretical argument
based on decolonial methods in education and Critical Race Theory
and draws on counter-stories, rich descriptive interviews and
participant observations across 26 years of combined experience
leading educational trips to Latin America. The authors analyze,
reflect and critique the field of study abroad to advocate for the
rethinking of recruitment strategies, pedagogical experiences,
language practices and community partnerships that include
Latino/a, Chicano/a and Latin American immigrant youth and their
families from the beginning. They present a new conceptualization
of Latinx immigrant students studying abroad as engaging
opportunities for reclaiming heritage, culture, histories and
language, for exploring a sense of identity and obligation to Latin
communities, and for healing from the effects on Whiteness and
ethnocentrism in ways online possible outside the continental
United States. As such, the book shifts the gaze of the entire
field towards new diversities showcasing examples of how
educational trips abroad can be re-envisioned to suit the needs of
ethnically minoritized students in the United States. This volume
will appeal to scholars, researchers, educators, and education
officers working across higher education and international
education, looking for contemporary, global and forward-thinking
decolonial methodologies.
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.
Framed by the theoretical work of Gloria Anzaldua, 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.
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