In the Shadow of Stone Mountain: Identity Development, Structured Inequality, and the Education of Spanish-Speaking Children

Portes, Pedro R.; Salas, Spencer

doi:10.1080/15235882.2010.502801

Cited by 20 publications

(9 citation statements)

References 6 publications

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“…To elaborate, Straubhaar and Portes (2016) explain that the ethnic landscape of the nontraditional areas in the American South experienced a significant demographic shift due to increased Latino immigration after the passage of the North American Free Trade Agreement (NAFTA) and its aggressive push in labor recruitment from the agricultural industry” (p. 2). As such, the Latino immigrant population has steadily increased in the south despite racial dichotomies and the anti-immigration discourses that are used to rationalize juridical and other forms of exclusion (Gutiérrez, 2014; Portes & Salas, 2010).…”

Section: Introductionmentioning

confidence: 99%

“This State Is Racist . . ”: Policy Problematization and Undocumented Youth Experiences in the New Latino South

Rodriguez

Monreal

2017

Educational Policy

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This article examines how state-level policy discourse articulates a category of knowledge about immigrants in South Carolina that governs the everyday experiences of undocumented immigrants. In the analysis of proposed and enacted immigration legislation from 2005 to the present, we use a Foucauldian-inspired critical discourse analysis to better understand how policy forms out of a problematization of marginalized groups such as undocumented immigrants. We find that policy constitutes immigrants as an economic and security threat and as Othered, outsiders to the state. This allows for policy makers to propose seemingly rational solutions such as “proving one’s status” and “increased law enforcement.” We suggest that this categorization of knowledge about immigrants has clear implications for educational attainment, social mobility, and public life while highlighting the viability of a Foucauldian-inspired theorization of discourse and critical discourse analysis as a method for inquiry.

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Section: Introductionmentioning

confidence: 99%

“This State Is Racist . . ”: Policy Problematization and Undocumented Youth Experiences in the New Latino South

Rodriguez

Monreal

2017

Educational Policy

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“…In his ethnography of one North Georgia community, Hamann (2008) notes how the educational programs and policies that were developed locally to accommodate the arrival of significant numbers of Latino immigrants were largely shaped by what Suárez-Orozco (1998) calls immigration scripts or narratives (whether positive or negative) ascribed to immigrant communities to justify either rejection or acceptance of those communities. In the case of North Georgia, several scholars (Murillo, 2002; Portes and Salas, 2010) have shown that unfortunately dominant communities typically use nativist anti-immigration scripts to justify rhetorical and legal rejection of Latinos, as reflected in the aforementioned laws throughout the South (e.g. in Georgia, South Carolina, and Alabama) forbidding undocumented immigrants from attending public universities (Russell, 2011).…”

Section: Latino Childhood In the New Southmentioning

confidence: 99%

“…This sustained period of immigration has resulted not only in short-term demographic change but also the creation of Southern Latino communities (Furuseth and Smith, 2006) that have now brought several generations of Latino children into Southern schools (Portes and Salas, 2010). The Pew Hispanic Center (2011) has recently noted that during the first decade of the new millennium, for the first time since the 1970s, Latino population growth in the United States was driven more by US births than the arrival of new immigrants into the country.…”

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confidence: 99%

The social construction of Latino childhood in the New South

Straubhaar

Portes

2016

Global Studies of Childhood

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Childhood in the United States, and in the American South more particularly, has several wellknown and popularized constructions, typically divided by social class and ethnic identity. More specifically, Southern childhood is constructed as an either white or black experience, with one's social world being extremely ethnically segregated in either case. Over the last several decades, as a post-North American Free Trade Agreement immigration boom has brought several generations of Latinos into the American South (in part because of these shifting demographics, the area is now often called the "New South"), this bifurcated popular conceptualization of childhood has been disrupted by the growing presence of Latino children in Southern schools and communities. Building upon Vygotsky's premise that identity (including ethnic identity) is constructed through a cultural-historical lens, we here use the nascent literature on Latino education in the New South to outline an initial construction of Southern Latino childhood.

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“…In the meantime, the decisions such teachers make about English learners are often (mis)informed by popular folklore about how languages are learned. This is especially true in areas of the New South where large-scale immigration to the region has awakened a "new nativist" movement often embodied in schools through the rhetoric of English only and a racialization of ESL (Portes & Salas, 2010). Even more, local, state, and federal "races to the top" have obscured teacher mindfulness of the cultural and linguistic resources that home and community literacies represent for cultivating school literacies (see, e.g., Coccia Hamel, Shaw, & Smith Taylor, 2013;de la Piedra, 2013;Souto-Manning, 2010).…”

Section: Beyond "Commodified Knowledge"mentioning

confidence: 99%

“I Understand the Struggle”: Leveraging the Lived Experiences of African American Teachers in TESOL

Siefert

Salas

D’Amico

2015

TESOL J

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Although TESOL in‐service teacher education committed to culturally sustaining pedagogy (Paris, 2012) has underscored the critical role of teachers' professional subjectivities for student achievement, relatively few studies have attempted to capture the perspectives of African American classroom teachers working with English language learners in U.S. contexts. The authors bring qualitative data from a participatory study to argue that the vivencias of Ellie Washington, an African American first‐grade teacher born and raised in the segregated southern United States, was the lens through which she understood the TESOL in‐service development in which she had participated 5 years earlier, her advocacy for Latino transnationals, and her hesitations about the exclusivity of ESL programming. Extending contemporary conversations about teacher quality in the “aftermath of scripted curriculum policies” (Maniates & Mahiri, 2011, p. 10), this article centers on how Washington's lived experiences shaped her interactions with Latino immigrant schoolchildren in rural North Carolina. The authors argue that, in spite of a needed emphasis on developing classroom teachers' sociocultural competencies for working with children of immigration, too often there is an erasure of the lived experiences of teachers of color and the funds of knowledge (Moll, 2014) those experiences potentially represent for highly qualified teaching.

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In the Shadow of Stone Mountain: Identity Development, Structured Inequality, and the Education of Spanish-Speaking Children

Cited by 20 publications

References 6 publications

“This State Is Racist . . ”: Policy Problematization and Undocumented Youth Experiences in the New Latino South

“This State Is Racist . . ”: Policy Problematization and Undocumented Youth Experiences in the New Latino South

The social construction of Latino childhood in the New South

“I Understand the Struggle”: Leveraging the Lived Experiences of African American Teachers in TESOL

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