Teaching and Learning in the New Latino Diaspora
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A23=Sofia A. Villenas
academic success
administrator
Age Group_Uncategorized
Age Group_Uncategorized
anthropology
automatic-update
B01=Edmund T. Hamann
B01=Enrique G. Murillo
B01=Enrique G. Murillo Jr.
B01=Socorro G. Herrera
B01=Stanton Wortham
belonging
bilingual
Category1=Non-Fiction
Category=CFDM
Category=HBTB
Category=JBSL
Category=JFSL
Category=JN
Category=JNF
Category=JNU
classroom
communities
COP=United States
critical issues
curriculum
decolonization
Delivery_Pre-order
diversify teacher recruitment
educator
engagement
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
high school literature
identity
immigrant
improvement
inclusion
instruction
K-16 schooling
Language_English
latina
latinx
leadership
multicultural education
multilingual
opportunity
PA=Not yet available
policy-to-practice
post-IRCA
post-pandemic
post-Trump
praxis
Price_€50 to €100
problem
PS=Forthcoming
relevant
society
softlaunch
student
U.S.
United States
welcoming college campus
youth participatory action research
Product details
- ISBN 9780807767313
- Weight: 429g
- Dimensions: 152 x 229mm
- Publication Date: 22 Nov 2024
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Hardback
- Language: English
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This volume does more than document an educational dynamic that impacts Latino populations across the United States; it also connects educational challenges to concrete plans for how those problems can be resolved. Both experienced and new scholars describe strategies and outline policies to support academic success, affirm identity and belonging, and show how educational institutions can be transformed to better serve Latino constituencies in a post-pandemic and post-Trump world. Examples from elementary education to higher education supply familiar points of entry, but also challenge readers to explore scenarios and strategies that they have not previously considered. Each chapter begins with empirical documentation of an educational problem involving Latino populations where their presence is relatively new, and goes on to outline how that problem can be resolved. The text includes depictions of thoughtful parent-teacher partnerships, what authentically welcoming college campuses might look like, how high school literature classes could include more Latino authors, and much more.
Book Features:
- Includes detailed examples of practice to assist teachers and school leaders in restructuring their classrooms and programs to better serve Latino students.
- Describes settings and scenarios from across the United States that will be familiar to those teaching, leading, or preparing to do so.
- Focuses on the new diaspora as distinct from states with traditionally large Latino populations.
- Argues that lagging educational outcomes are not inevitable and that inclusion, engagement, and success are possible and worth striving for.
Edmund T. Hamann is a professor in the department of Teaching, Learning, and Teacher Education at the University of Nebraska.
Socorro G. Herrera is professor of curriculum and instruction at The Kansas State University and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA).
Enrique G. Murillo Jr. is a professor in the department of Teacher Education and Foundations at California State University San Bernardino.
Stanton Wortham is Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development, Boston College.
Socorro G. Herrera is professor of curriculum and instruction at The Kansas State University and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA).
Enrique G. Murillo Jr. is a professor in the department of Teacher Education and Foundations at California State University San Bernardino.
Stanton Wortham is Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development, Boston College.
