Department of Teaching, Learning and Teacher Education
Schooling and the Everyday Ruptures Transnational Children Encounter in the United States and Mexico
Date of this Version
2011
Abstract
Using examples of students in Mexico who used to attend US schools and examples from Georgia of students who used to and might again attend Mexican schools, this chapter considers how an unremarkable, quotidian activity—the act of attending school—can become means for transnationally mobile children to experience shock, disconnection, and a reiterated sense of dislocation if schools are incompletely responsive to learners' biographies.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Sociology Commons, International and Comparative Education Commons, Latin American Studies Commons, Social and Cultural Anthropology Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
Comments
Published (as Chapter 7) in C. Coe, R. Reynolds, D. Boehm, J.M. Hess, & H. Rae-Espinoza (Eds.), Everyday Ruptures: Children and Migration in Global Perspective (pp. 141-160). Nashville, TN: Vanderbilt University Press. Copyright © 2011 by Vanderbilt University Press.