Transnational Students’ Perspectives on Schooling in the United States and Mexico: The Salience of School Experience and Country of Birth

Homeland (Dis)Integrations: Educational Experience, Children and Return Migration to Albania

“…However, the focus on the here‐and‐now reveals aspects which would otherwise be neglected and enables us to analyse the instances of success and failure in their day‐to‐day environment, and at a scale compatible with children's worlds (Ansell, ). For example, in contrast to similar research that is silent on the material aspect of school experience among children of returned migrants (Hamann et al., ), this study suggests that children's perception of the immediate environment (specifically, concerning a lack of the things they were used to having at school in Greece) appears to inform how they experience education at a micro‐level – a perception emplaced within broader institutional narratives and structural arrangements.…”

“…Recent studies, however, have suggested that adjustment of children of returned migrants to their parents' country of origin is not plain sailing (Vathi and Duci, ). Yet little is known about the educational experience of these children (but see Hamann et al., ). Research has been silent, overall, on the potential structural disadvantages, and their repercussions, that children may experience when returning to their parents' country of origin – perhaps based on the assumption that policies and programmes of “home” countries on returned migrants are not discriminatory.…”

Relational Legal Consciousness of U.S. Citizenship: Privilege, Responsibility, Guilt, and Love in Latino Mixed-Status Families

“…These cases demonstrate that legal violence—the suffering that is generated, maintained, justified, and normalized by immigration policies (Menjívar and Abrego )—powerfully affects not just undocumented and liminally legal immigrants, but also U.S. citizens in their midst (Rodriguez ). In fact, the record rates of detention and deportation are having a decidedly negative impact on U.S. citizen children's emotional well‐being (Dreby ; Rojas‐Flores et al ), forcing children to navigate life without parents in the United States, on the one hand, or the educational institutions in their parents' home countries (Hamann et al ; Zayas and Bradlee ), on the other . Along with these scholars' findings, my study suggests a need for policy makers to consider additional protections for U.S. citizen members of mixed‐status families, particularly in the development and enforcement of immigration policy.…”

Identifying the Anthropological in a Mixed-Methods Study of Transnational Students in Mexican Schools

“…In our case, since first obtaining funding from Mexico's Consejo Nacional de Ciencia y Tecnología (CONACYT) in 2003, we have been attempting to describe the experiences of students we have encountered in Mexico who have previously been in schools in the United States (e.g., Hamann, Zúñiga, and Sánchez García 2006;Sánchez García, Hamann, and Zúñiga 2012;Zúñiga and Hamann 2009;Zúñiga, Hamann, and Sánchez García 2008). Using even Reed-Danahy's (2000) simple categories of school and home, the students in our studies are the only ones privy to all four environments (or more) that have shaped their experiences as transnational students: a home environment in the United States, a school environment in the United States, a home environment in Mexico, and a school environment in Mexico.…”