Department of Teaching, Learning and Teacher Education
Date of this Version
2022
Citation
Hamann, E. T. & Harklau, L. (2022). Changing faces and persistent patterns for education in the New Latinx Diaspora. In E.G. Murillo (Ed.), Handbook of Latinos and Education (2nd edition) (pp. 81-92). Routledge.
Abstract
The study of education in the New Latino/a/x1 Diaspora (NLD) was initiated in the 1990s with an understanding that education research from regions where the Latino/a/x presence is long-standing might not always fit well for places where Latino/a/x populations were newer and where histories of discrimination, political organizing, and resistance were much more limited. This chapter is the fourth in a series of "bigger picture" examinations of the status of education in the NLD over the past two decades (following Hamann, Wortham, and Murillo [2002] and Hamann and Harklau [2010, 2015]). Like previous iterations, this chapter points to gaps visible in hindsight and lays out new trends and directions.
1. Here we adopt the somewhat awkward and contingent form Latino/a/x, recognizing the gender bias and binaries implied in Latino, but also emerging critiques of the term Latinx
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2022 Taylor & Francis. Used by permission.