"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

Vásquez, Ramón

doi:10.31274/jctp-180810-104

Cited by 9 publications

(11 citation statements)

References 117 publications

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“…This approach follows along the same lines as the critical race theory (CRT) principle of storytelling as a way of disturbing the present. In CRT, storytelling confronts hegemonic narratives that essentialize and stereotypes of people of color (Vasquez, 2018). However, retrospective autoethnography cannot provide closure as stories take on a life of their own and remain open to new interpretations (Huber, 2009).…”

Section: Methodology: Retrospective Autoethnographymentioning

confidence: 99%

You Just Need More Resilience: Racial Gaslighting as “Othering”

Vásquez

2022

Journal of Critical Thought and Praxis

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This work de-familiarizes notions of resilience by theorizing the way racial gaslighting operates in teacher education. By focusing on the racial gaslighting of  BIPOC faculty, this paper shows how whiteness functions as a dominant process in anti-racist teacher education programs through the recentering of White feelings and interests. Ultimately this work calls for a  new approach, one that situates resilience within a non-Euro-centered context of resistance to oppression. This could provide a catalyst for a more humane resilience.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0in;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}div.WordSection1{page:WordSection1;}

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Section: Methodology: Retrospective Autoethnographymentioning

confidence: 99%

You Just Need More Resilience: Racial Gaslighting as “Othering”

Vásquez

2022

Journal of Critical Thought and Praxis

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“…One aspect of this LatCrit perspective is a focus on counter-narratives that stand in opposition to the oppressive status quo (Solorzano & Yosso, 2001). This is seen in Vasquez's (2018) scholarship as he details his experiences as a social studies teacher educator in seeking to show students how Latinx stories have been minimized or forgotten in U.S. History and how stating this to prospective teachers is, at times, met with opposition or deflection. This LatCrit framework was also used to examine the experience of Latinx students in a Texas High School.…”

Section: Theoretical Framework: Critical Teacher Education and Latcri...mentioning

confidence: 99%

“It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center

McCorkle

2022

Education and Urban Society

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This work highlights the experience of eight education students from a public university in the American Southeast in their trip to Stewart Immigration Detention Center. A pre-interview and two post-interviews were conducted to understand students’ perceptions toward the topic, what they learned from their experience, and how the experience affected their views on immigration with a particular concern for the intersection of immigration and education. Some of the themes that emerged were the broader injustices of the profit driven immigration detention industry, the difficulties of structural change, the idea of American (industrialized world) privilege, the ease by which individuals are detained, and the dehumanizing treatment. In regard to education, participants highlighted the need for curriculum to focus on the topic of immigration including the integration of immigrant stories, a global education that counters xenophobic narratives, and the need for a more critical approach overall in the social studies classroom. This research is relevant to the larger intersection of immigration policy and education and the need for educators to become advocates for social change not only in their classroom but in regard to the larger injustices in the society.

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“…King, 2017;Lintner, 2004); 2 articles provided lesson plans for practitioners (Bolgatz & Crowley, 2015;Hawkman & Castro, 2017); 2 examined teacher educators who focus on race (Demoiny, 2018;Vasquez, 2018); 1 examined the experiences of teachers (Choi, 2016); and 1 article analyzed a schoolwide Black history program (Bery, 2014). We should add that only five of these articles focused exclusively on the perspectives and experiences of teachers and teacher educators of color (Choi, 2016;Ender, 2018;Griffin & James, 2018;Rodríguez, 2018Rodríguez, , 2019Vasquez, 2018).…”

Section: The Functions and Foci Of Crt In Social Studies Education Re...mentioning

confidence: 99%

“…This was especially the case for CRT research that we coded as dealing with civic engagement Bolgatz & Crowley, 2015;Crowley, 2013;Hawkman & Castro, 2017;Hornbeck, 2018;Pinkney, 2016;Woodson, 2016Woodson, , 2017bWoodson, , 2019. When not centered around particular historical moments, social studies education research used CRT to center discussions of immigration (E. Davis, 2019;Hilburn et al, 2016;Rodríguez & Salinas, 2019;Vasquez, 2018) or the representation of particular racialized groups' experiences with racism.…”

Section: Defining the Fullness Of Crtmentioning

confidence: 99%

Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

Busey

Duncan

Dowie‐Chin³

2022

Review of Educational Research

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Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT’s popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT’s terrain in social studies education research. Starting from Ladson-Billings’s watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how scholars have positioned CRT within social studies education research to foreground the relationship between citizenship and race. Overall, findings from our theoretical review illustrated that contrary to the proliferation of CRT in educational research, CRT was slow to catch on as a theoretical and analytic framework in social studies education, as only seven of the articles in our analysis were published between 2004 and 2010. However, CRT emerged as a viable framework for the examination of race, racism, and racialized citizenship between 2011 and 2019, with a majority of these studies emphasizing (a) the centrality of race as a core tenet of CRT, (b) idealist interrogations of race, (c) the perspectives of teachers of color and White teachers in learning how to teach about race, and (d) the role of race and racism in curricular analyses that serve as counternarrative to the master script of the nation’s linear social progress in social studies education.

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"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

Cited by 9 publications

References 117 publications

You Just Need More Resilience: Racial Gaslighting as “Othering”

You Just Need More Resilience: Racial Gaslighting as “Othering”

“It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center

Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

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