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At the Intersection of Transnationalism, Latina/o Immigrants, and Education

At the Intersection of Transnationalism, Latina/o Immigrants, and Education Patricia Sánchez University of Texas at San Antonio Margarita Machado-Casas University of Texas at San Antonio Except for Mexico, "there are now more Latinoorigin people in the U.S. than there are people in Spain, Argentina, Colombia, or any other Spanish-speaking country...[In fact, our nation is experiencing] the greatest demographic transformation in the last 100 years of its history" (Mandel, 2004, citing Professor Marcelo M. Suárez-Orozco). As former schoolteachers of immigrant children in Texas and California, we have witnessed this demographic transformation firsthand in schools where our students' backgrounds and communities included both first- and second-generation Latinas/os.1 Today as educational researchers and professors who prepare teacher candidates, we are even more intrigued by the social, cultural, political, economic, and educational issues related to this population shift. Our intrigue stems from the unique opportunities that these waves of Latina/o newcomers bring to our society as well as from our concerns that many in the field of teaching do not quite understand nor appreciate the complexity of Latina/o immigration. For these reasons, we assembled a collection of studies that address the ongoing transformation of our country's landscape--one that includes immigrant transnationalism "as a long-term process which may be viewed, from an http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

At the Intersection of Transnationalism, Latina/o Immigrants, and Education

Sánchez, Patricia.
The High School Journal , Volume 92 (4) – May 1, 2009
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Publisher
University of North Carolina Press
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Copyright © University of North Carolina Press
ISSN
1534-5157
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Abstract

Patricia Sánchez University of Texas at San Antonio Margarita Machado-Casas University of Texas at San Antonio Except for Mexico, "there are now more Latinoorigin people in the U.S. than there are people in Spain, Argentina, Colombia, or any other Spanish-speaking country...[In fact, our nation is experiencing] the greatest demographic transformation in the last 100 years of its history" (Mandel, 2004, citing Professor Marcelo M. Suárez-Orozco). As former schoolteachers of immigrant children in Texas and California, we have witnessed this demographic transformation firsthand in schools where our students' backgrounds and communities included both first- and second-generation Latinas/os.1 Today as educational researchers and professors who prepare teacher candidates, we are even more intrigued by the social, cultural, political, economic, and educational issues related to this population shift. Our intrigue stems from the unique opportunities that these waves of Latina/o newcomers bring to our society as well as from our concerns that many in the field of teaching do not quite understand nor appreciate the complexity of Latina/o immigration. For these reasons, we assembled a collection of studies that address the ongoing transformation of our country's landscape--one that includes immigrant transnationalism "as a long-term process which may be viewed, from an

Journal

The High School Journal – University of North Carolina Press

Published: May 1, 2009

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