When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Catalano, Theresa

doi:10.1080/15348431.2016.1205988

Cited by 17 publications

(5 citation statements)

References 30 publications

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“…Two of the researchers, recognizing their positionality as white and westerners, would likely be unable to accurately represent the nuances of meaning, nor the context of specific phrasing; therefore, a third Hispanic researcher was invited to analyze and contextualize the teachers' opinions represented in this manuscript. Past studies have indicated the variety of support transnational students need when (re)integrating into the classroom (Catalano 2017;Hamann et al 2008; United Nations Children's Fund 2018); therefore, we believe that the results of this study can serve as a first step towards determining what additional training, support, or resources teachers might need to meet the needs of transnational students in their classrooms.…”

Section: Theoretical Frameworkmentioning

confidence: 81%

Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales

Gluckman

Summers²,

González

2021

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Resumen: A pesar del aumento en las detenciones y deportaciones de niños, niñas y adolescentes migrantes centroamericanos en Estados Unidos y en México (González 2019;Flores et al. 2019), es poca la evidencia que existe acerca de su retorno a comunidades y escuelas de origen. Es por ello que, a través de un marco teórico enfocado en la voz del docente, este estudio preguntó: ¿Cuáles son las experiencias de los maestros hondureños con estudiantes transnacionales?, y ¿cómo dan sentido los maestros hondureños a las experiencias y conocimientos de los estudiantes transnacionales? Las metodologías utilizadas fueron: 1) cuestionarios grupales en 47 aulas; 2) 10 cuestionarios individuales a estudiantes transnacionales; y 3) 9 entrevistas semiestructuradas a maestros. Las respuestas revelaron que: 1) no cuentan con información acerca de las trayectorias de estudiantes transnacionales; 2) valoran positivamente los nuevos conocimientos que adquieren sobre los estudiantes migrantes; y 3) existe poca capacitación docente para responder a las necesidades educativas de estudiantes transnacionales. Los hallazgos sugieren mejorar los recursos que apoyen las prácticas de enseñanza para estudiantes transnacionales y las estrategias para interpretar sus trayectorias y facilitar su reintegración en el aula.

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Section: Theoretical Frameworkmentioning

confidence: 81%

Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales

Gluckman

Summers²,

González

2021

Trace

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“…Along with this broader framing of immigrants arriving at the U.S.-Mexico border, news media often portray UIC's arrival at the border as happening in "surges" and "waves" given the increase in numbers compared to previous years (Negroponte, 2014;Robles, 2019). These dehumanizing descriptors can also be interpreted as a national threat and thus overshadow the dangers and challenges children face prior to, during, and after their migration (Catalano, 2017;Pérez Huber, 2015).…”

Section: A Critical Examination Of Policies and Practices Impacting T...mentioning

confidence: 99%

“…The ways children migrating from Central America and Mexico have been described by the government and in the media have many implications (Catalano, 2017;Galli, 2020;Romero, 2022).…”

Section: The Framing Of Unaccompanied Immigrant Childrenmentioning

confidence: 99%

A critical examination of policies and practices impacting the education of unaccompanied immigrant children in the United States

López

Giraldo-Santiago

2023

EPAA

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Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border. These children were fleeing violence, poverty, environmental disasters, as well as state-sanctioned violence and political instability influenced by interventions and support from the U.S. government spanning several decades. The purpose of this article was to examine the factors that shape the educational experiences of UIC in the United States during and after detention. The following questions guided this analysis: (1) What policies and practices impact the education of apprehended UIC in the United States? (2) What are the conditions formerly apprehended UIC encounter in schools? A review of the literature between 2000 and 2022 was conducted, including peer-reviewed articles, commentaries, legal documents, and news articles. The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children. This review demonstrates the need for additional research and policy changes aimed at improving the educational conditions of UIC in shelters and communities after reunification, and it offers recommendations to school districts, policymakers, and researchers on how to best address the academic and non-academic needs of formerly apprehended UIC in the United States.

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“…Referring to large numbers of new migrants as an "influx" is common in immigration discourse (Catalano, 2017), but nevertheless, using words that we often employ to describe inflows of water into a lake or sea, is problematic. The reason is, when there is too much water (in this case, the water is the migrant population) it does not stop itself.…”

Section: "Everybody's Really Helpful": Ideological Squaringmentioning

confidence: 99%

The downfall: listening to non-urban communities and their language ideologies

Sierk

Catalano

2019

Critical Inquiry in Language Studies

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Increased mobility due to globalization and other geopolitical shifts has changed school demographics worldwide. In the Midwest, much of this new immigrant population is Spanishspeaking and in need of language support. Consequently, schools play an important role in responding to the New Latino Diaspora. In this paper, we describe how unconscious language ideologies inhibited social change that could improve conditions for new student populations in two non-urban high schools in Nebraska (Stockbridge and Springvale, pseudonyms). This critical discourse analysis draws on ethnographic data from a larger study, including participant observations and semi-structured interviews. Findings reveal language ideologies that use language to mask issues of race/ ethnicity that represent a positive "us" and negative "them." We conclude by suggesting ways in which schools can take responsibility for developing the linguistic and cultural practices and ways of knowing unique to new student populations, rather than using language as an excuse for continued inequity. digitalcommons.unl.edu

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When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Cited by 17 publications

References 30 publications

Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales

Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales

A critical examination of policies and practices impacting the education of unaccompanied immigrant children in the United States

The downfall: listening to non-urban communities and their language ideologies

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