Indigenous Mexican Migrant Youth School Testimonios in the Florida Heartland

2021 ◽  
pp. 59-78
Author(s):  
Yenny Saldaña ◽  
Mariana Santiago ◽  
Ana Guevara ◽  
Liliana Mata ◽  
Eduardo Morales ◽  
...  
2011 ◽  
Vol 81 (3) ◽  
pp. 550-573 ◽  
Author(s):  
Enrique Sepúlveda III

In this article, Enrique Sepúlveda draws on an array of theological, anthropological,and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of acompañamiento. Sepúlveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepúlveda merged critical literacy, poetry, and storytelling into a relational "pedagogy of the borderlands" through which the students could speak back to society and the educational institutions around them. Sepúlveda calls on educators of transmigrant students to find their own ways to acompañar students through the liminal spaces of schooling.


2017 ◽  
Vol 24 (1) ◽  
pp. 23
Author(s):  
Hyejin Kim ◽  
Hyun Joo Kim

Author(s):  
Adrián Félix

In the context of research on the “thickening” of borders, Specters of Belonging raises the related question: How does transnational citizenship thicken across the political life cycle of Mexican migrants? In addressing this question, this book resembles what any good migration corrido (ballad) does—narrate the thickening of transnational citizenship from beginning, middle, to end. Specifically, Specters of Belonging traces Mexican migrant transnationalism across the migrant political life cycle, beginning with the “political baptism” (i.e., naturalization in the United States) and ending with repatriation to México after death. In doing so, the book illustrates how Mexican migrants enunciate, enact, and embody transnational citizenship in constant dialectical contestation with the state and institutions of citizenship on both sides of the U.S.-México border. Drawing on political ethnographies of citizenship classrooms, the first chapter examines how Mexican migrants enunciate transnational citizenship as they navigate the naturalization process in the United States and grapple with the contradictions of U.S. citizenship and its script of singular political loyalty. The middle chapter deploys transnational ethnography to analyze how Mexican migrants enact transnational citizenship within the clientelistic orbit of the Mexican state, focusing on a group of returned migrant politicians and transnational activists. Last, the final chapter turns to how Mexican migrants embody transnational citizenship by tracing the cross-border practice of repatriating the bodies of deceased Mexican migrants from the United States to their communities of origin in rural México.


Author(s):  
Xiaorong Gu

This essay explores the theory of intersectionality in the study of youths’ lives and social inequality in the Global South. It begins with an overview of the concept of intersectionality and its wide applications in social sciences, followed by a proposal for regrounding the concept in the political economic systems in particular contexts (without assuming the universality of capitalist social relations in Northern societies), rather than positional identities. These systems lay material foundations, shaping the multiple forms of deprivation and precarity in which Southern youth are embedded. A case study of rural migrant youths’ ‘mobility trap’ in urban China is used to illustrate how layers of social institutions and structures in the country’s transition to a mixed economy intersect to influence migrant youths’ aspirations and life chances. The essay concludes with ruminations on the theoretical and social implications of the political-economy-grounded intersectionality approach for youth studies.


Author(s):  
Enoka De Jacolyn ◽  
Karolina Stasiak ◽  
Judith McCool

Migration, when it occurs during adolescence, is particularly challenging as it coincides with a myriad of other developmental and social changes. The present study set out to explore recent young migrants’ experiences of settling in New Zealand. The qualitative study aimed to identify areas of particular challenge, examples of resilience and new insights into the acculturation process. Focus group interviews were conducted with migrant youth aged 16–19 from three urban secondary schools in Auckland The interviews were audio-recorded, transcribed and analyzed using a general inductive method. Key themes centered on new beginnings, confronting new realities, acceptance, support seeking and overcoming challenges. Young migrants in this study shared similar challenges during the early post-migration period. They were often faced with additional responsibility, being caught between two cultures while struggling with communication and language. However, they were able to draw on their own self-growth, gratitude, and social connections. This study provides an insight into experiences of young migrants in New Zealand, and offers suggestions for developing culturally relevant support to foster migrant youth wellbeing.


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