Reclaiming the Borderlands: Chicana/O Identity, Difference, and Critical Pedagogy

Elenes, C. Alejandra

doi:10.1111/j.1741-5446.1997.00359.x

Cited by 61 publications

(42 citation statements)

References 3 publications

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“…As these beliefs persist in the educational system, they cast stereotypes on Latino students. Assimilation also implies and perpetuates racist notions of an inferior culture (Elenes, 2003;Freeman, Freeman & Mercuri, 2005). Attempting to escape associations with an inferior culture, many immigrants seek to become Americans.…”

Section: Looking Back At the Pastmentioning

confidence: 97%

Immigrant Families and Children (Re)Develop Identities in a New Context

Souto‐Manning

2007

Early Childhood Educ J

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Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two older sons. Such (re)naming practices constitute and represent the very precarious social and institutional relationships taking place in schools involving immigrant children. In this case study, there was indication of negative aspects of assimilation processes taking place as the family adapted to a new culture and language. For example, the misconception is still widespread that efforts to learn two languages rather than just one diminish a child's ability to learn other things, which should be learned. However, research in language acquisition and development, points to bilingualism and multilingualism as resources rather than deficits (Souto-Manning, 2006).

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Section: Looking Back At the Pastmentioning

confidence: 97%

Immigrant Families and Children (Re)Develop Identities in a New Context

Souto‐Manning

2007

Early Childhood Educ J

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“…Much of the research on social identity among immigrants and the second generation has focused on the importance of educational institutions in facilitating successful transitions and shaping how they fit into U.S. society (Olson, 1997;Portes & MacLeod, 1996). For Mexican origin students, this transition is complicated by a legacy of oppression, conquest, and second-class citizenship (Elenes, 1997;Pizarro, 2005). A social identity and borderlands theoretical framework recognizes the social, political, and local context of Mexican origin youth; accounts for the intersectionality of multiple social identities; and provides a framework for understanding how youth negotiate their social context and accept, reject, and rework the meaning of their social identities.…”

Section: Identity and The Second Generationmentioning

confidence: 99%

“…Borderlands theory is a theoretical framework that accounts for the historical and political ways in which Chicanos are constituted and constitute themselves as different or as "Other," the social construction of identity, and multiple subjectivity (Elenes, 1997). According to Elenes (1997), borderlands theory is "a discourse, a language, that explains the social conditions of subjects with hybrid identities" (para. 2).…”

Section: Borderlands Theorymentioning

confidence: 99%

Mexican origin Youth and the Gang Context: Social Identities and School Experiences

Sosa¹

2016

International Journal of School Social Work

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“…Our research examines the language practices of transnational teachers of English as a representation of their borderlands ways of knowing within the context of Mexico. These ways of knowing have been researched by Chicano scholars in the U.S. within a framework of borderlands epistemologies (Del Castillo & Valenzuela Arce, 2004;Elenes, 1997;González, 2001;Murillo, 1999;Smith & Murillo, 2013).…”

Section: Literature Review Transnationalismmentioning

confidence: 99%

Fronteras Epistemológicas y la Experiencia Transnacional

Petrón

Greybeck

2014

GIST

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This reflective article is based on an ethnographic case study of five transnational teachers of English in Mexico. These teachers had acquired English as children of Mexican immigrants to the U.S. At the time of the study, they were living and teaching in their parents' place of origin in rural Mexico. The intent of the article is to examine how borderlands ways of knowing were reflected in their personal and professional lives. The transnational experiences of living in and between nation states appeared at the forefront of their cultural and linguistic practices. They spoke the languages of transnationalism in that they engaged in translanguaging and considered English to be part of their heritage, too. They strongly identified with other transnationals who had similar backgrounds, and as teachers of English, they transformed their classroom into authentic lessons on language and culture. Their borderlands ways of knowing informed their linguistic identity and teaching practices. Keywords: Transnational teachers, borderlands, heritage language, translanguaging ResumenEste artículo de reflexión se basa en un estudio etnográfico de cinco maestras transnacionales de inglés en México. Estas maestras aprendieron el inglés como hijas de inmigrantes mexicanos en Estados Unidos. En el momento en que se realizó el estudio, ellas vivían y enseñaban en el lugar de origen de sus padres, el cual está localizado en zonas rurales de México. El propósito del artículo es examinar las maneras de conocer como las fronteras epistemológicas se reflejaban en su vida personal y profesional. Las experiencias transnacionales de vivir en y entre dos naciones aparecieron en la vanguardia de sus prácticas culturales y lingüísticas. Asimismo, estas maestras hablaban las lenguas

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Reclaiming the Borderlands: Chicana/O Identity, Difference, and Critical Pedagogy

Cited by 61 publications

References 3 publications

Immigrant Families and Children (Re)Develop Identities in a New Context

Immigrant Families and Children (Re)Develop Identities in a New Context

Mexican origin Youth and the Gang Context: Social Identities and School Experiences

Fronteras Epistemológicas y la Experiencia Transnacional

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