Teaching and Learning in the New Latino Diaspora: Creating Culturally Responsive Practice

This volume does more than document an educational dynamic that impacts Latino populations across the United States; it also connects educational challenges to concrete plans for how those problems can be resolved. Both experienced and new scholars describe strategies and outline policies to support academic success, affirm identity and belonging, and show how educational institutions can be transformed to better serve Latino constituencies in a post-pandemic world, where insistent efforts at right of belonging and affirmation counter Trumpian xenophobia and hostility. Examples from elementary education to higher education supply familiar points of entry, but also challenge readers to explore scenarios and strategies that they have not previously considered. Each chapter begins with empirical documentation of an educational problem involving Latino populations where their presence is relatively new (mainly post-IRCA) and goes on to outline how that problem can be resolved. The text includes depictions of how youth participatory action research can diversify teacher education recruitment, what authentically welcoming college campuses might look like, how high school literature classes could include more Latino authors, and much more. Book Features: Includes detailed examples of practice to assist teachers and school leaders in restructuring their classrooms and programs to better serve Latino students. Describes settings and scenarios from across the United States that will be familiar to those teaching, leading, or preparing to do so. Focuses on the new diaspora as distinct from states with traditionally large Latino populations. Argues that lagging educational outcomes are far from inevitable and that inclusion, engagement, and success are possible and worth striving for.

Table of Contents:
Contents Foreword Sofia A. Villenas  vii 1.  From Challenges to Improvements: Creating Culturally Responsive Practice in the New Latino Diaspora  1 Edmund T. Hamann, Socorro G. Herrera, Enrique G. Murillo, Jr., and Stanton Wortham 2.  Imagineering More Inclusive Teacher Education: Systemic Approaches to Challenging the Predominance of Whiteness in Education  8 Amanda R. Morales, Lydiah Kiramba, Ricardo Martinez, and Edmund T. Hamann 3.  Impacto sin Quemarse: Building Understanding of the Latinx Immigrant/Migrant Experience Through Literature  20 Scott Beck, Alma Stevenson, and Yasar Bodur 4.  Reengineering Professional Development for Educational Leaders in the New Latinx Diaspora of the U.S. Midwest  38 Lisa M. Dorner and Emily R. Crawford 5.  Reframing Emergent Multilinguals as “First-Class Citizens” in the New Latinx Diaspora of New Jersey  56 Meredith McConnochie 6.  Imagining and Reengineering Inclusive Schooling for All Students in the New Latino Diaspora  71 Tricia Gray 7.  Lessons From the New Latinx Diaspora in Idaho: Negotiating Access to School Success and Well-Being  87 Eulalia Gallegos Buitron and Vanessa Anthony-Stevens 8.  Intersectional Potentialities in Non-Urban K–12 Education: Envisioning the Future for New Latinx Diaspora Nebraska  103 Jessica Sierk 9.  Leveraging Existing Educator Expertise: Serving Latinx Students in the Rural Southeast  118 Julie Yammine and Rebecca Lowenhaupt 10.  Luchando Contra La Corriente (Fighting Against the Current): Historicizing Our Latinx Identities  132 Socorro G. Herrera, Lisa Lynn Porter, and Katherine Barko-Alva 11.  Transforming K–12 School District Structures to Center Latinx Newcomers  146 Megan Hopkins and Hayley Weddle 12.  Studying Up to Reimagine and Reframe the Dual Language Bilingual Education Agenda in the New Latino Diaspora  156 Jessica Mitchell-McCollough 13.  The Bureaucratic Paradox: Newcomer Unaccompanied Children, Educational Access, and Strategies for Increasing Flourishing Through an Ecosystem of Care  169 Sophia Rodriguez, Lisa Lopez-Escobar, and Katya Murillo-Valencia 14.  The Praxis of More Welcoming, More Just, More Successful Schooling in the New Latino Diaspora  191 Edmund T. Hamann, Socorro G. Herrera, Stanton Wortham, and Enrique G. Murillo Index  195 About the Editors and Contributors  204