Mexican Indigenous im/migrants are a growing community made invisible at the margins of multiple racial, cultural and linguistic spaces in Mexico and the United States. This article addresses the need for a nuanced understanding of the adaptation of Mexican Indigenous im/migrant children and families that encourages Indigenous communities' cultural and linguistic knowledge to be recognized and valued, rather than silenced and stigmatized. We critically examine the existing literature on the adaptation of Mexican Indigenous im/migrants in the United States from the perspective of socioecological systems theory, incorporating insights from the theory but also pointing out its limitations for understanding Mexican Indigenous identities and experiences in diaspora. We propose integrating language-ecological approaches to provide a more complete picture of Indigenous ecologies of adaptation in the United States. We conclude that it is critical to expand research on Mexican Indigenous im/migrant adaptation within the field of Latino studies and identify possible directions for future research.

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This article examined preservice teachers discourse models of diversity in a rural context. We explored the perceptions of diversity among preservice teachers at a rural university as they were asked to problematize simplistic notions of rurality in a semester-long diversity course titled “Teaching Culturally Diverse Learners” in teacher education. Considering the complexities of preparing preservice teachers to address the needs of all students, we argue that preservice teachers must engage rurality as dynamic, rather than homogeneous, White, and nondiverse. Data from student coursework and post-course interviews were analyzed using grounded theory. Findings suggest that rural preservice teachers discourse models of diversity have the potential to shift from dominant to counter-hegemonic when given context-sensitive opportunities to unpack identity and diversity beyond Whiteness. Implications propose the development of pedagogies reflective of complex diverse ruralities offers critical opportunity to prepare future teachers to embrace equity across geographies in their future profession.

This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, and its struggle to create space in higher education for intentional support of Indigenous self-determination, sovereignty, and Tribal nation building through the preparation of Indigenous teachers. In doing so, we examine the contentious and local work of reimagining education, from the bottom up and top down, to develop leaders to serve the needs of Indigenous youth and communities through the vehicle of mainstream institutions. With data from a multiyear ethnographic documentation, we examine the experiences of IKEEP program administration, teacher mentors, and students through the conceptual lens of Tribal nation building in higher education. Our findings underscore how teacher education programs at PWIs need to engage in a radical shift toward seeing Indigenous teachers as nation builders and to prioritize the infrastructure and programmatic collaboration to support them and their communities as such.

Teaching from a place of hope, as explored in this session, emerges from continuity, persistence and relationships. These characteristics are needed today, just as they were needed yesterday.

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