The Anglo Politics of Latino Education: The Role of Immigration Scripts

In the 41 states without a substantial historic Latino population, large-scale schooling of Latinos is a comparatively new issue and the nature of that schooling is fundamentally shaped by how the more established (usually Anglo) populations understand this task. This chapter describes the understandings that led to, but also limited, one particularly comprehensive attempt in Georgia to respond to Latino newcomers. In that sense, this is a study of the cosmologies that can undergird the politics of schooling of Latinos. This chapter utilizes the concept of the script, or broadly shared storylines about how things are or should be, to illustrate how two such competing scripts were employed in Dalton, Georgia

Systemic High School Reform in Two States: The Serendipity of State-Level Action

Maine and Vermont have been national leaders in state-level coordination of high school reform. Both recently developed almost interchangeable, new, voluntary, statewide frameworks that describe multiple ways high schools should change. Both frameworks— Promising Futures (Maine Commission on Secondary Education 1998) and High Schools on the Move (Vermont High School Task Force 2001)—were published in book form and include extensive bibliographies grounding their claims that they are research based. Both frameworks recommend principles and practices for improving high schools for all students. Both frameworks were drafted primarily by leading local educators with only modest support from experts based beyond the state’s boundaries. Despite these similarities, the strategies for implementing these frameworks in each state have varied and, because of this, the two frameworks’ prospects of having enduring favorable impact also appear to vary. Using historical and ethnographic methods to conduct two policy implementation case studies, this paper describes both framework’s development and then focuses on early implementation. Together the cases illustrate how more than an adequate whole-school reform framework is necessary to raise the prospect of enduring high school improvement. They also illustrate the potential of anthropological inquiry to the study of educational policy development and implementation

Trump, Immigration, and Children: Disrupted Schooling, Disrupted Lives

Many of us work with immigrant communities and are witnessing firsthand the fear, frustration, and heartache caused by Trump’s immigration policies. Yet despite our years of work with, and study of, immigrant communities, there are times when our academic expertise is not enough. What follows is a reflection by CAE member Ted Hamann on just such a situation he faced this spring when asked for help in assisting two US-born students that were about to accompany their soon-to-be deported parents to Mexico

Delineating a Regional Education Research Agenda

If one wants to advance the argument that the Great Plains, as a region, matters— and the very existence of Great Plains Research and the Center for Great Plains Studies that publishes it suggest significant support for the idea— then one can ask, How did we learn that they matter? How do they matter? Can we live on them ethically, with a regard for each other and sense of stewardship and responsibility? Education research in, of, for, and with a region allows us to pursue each of these questions, plus more. Here we do so, informed by the two central notions that Greenwood (2011, 634) suggests are the core of place-based education: critical geography and bioregionalism. Critical geography asks us to view spaces as expressions of ideologically laden power relations— who counts as of a place? Who gets excluded? Whose acts of naming prevail? Whose eff orts get lost or rejected? And so on. Bioregionalism has a more explicit link to ecology, and bioregionalists “seek to revive, preserve, and develop cultural patterns in specific bioregions that are suited to the climate, life zones, landforms, and resources of those regions” (634). As one nod to bioregionalism, we “bound” the Great Plains the same way that Michael Forsberg (2009) did with his map in Great Plains: America’s Lingering Wild as extending from the northern grasslands of Manitoba and Saskatchewan in Canada, and continuously south, until crossing the Rio Grande into the grasslands of Mexico’s Tamaulipas state. Like Forsberg, whose sandhill cranes (see Forsberg [2004]) are clearly of the Great Plains but not always in them, we note that those who study education in the Great Plains are not always in them, nor are those who attend formal education programs there. One’s ties to the Plains do not need to be constant, nor 100%, to be salient. This introductory article looks across four very different recently completed manuscripts that each broached the question “What does, or should, an education research agenda for the Great Plains entail?” Because of the diverse perspectives and circumstances of the authors, even though the number of compared manuscripts is relatively small (i.e., four), collectively they offer a comprehensive and sweeping take on what a region- based educational research agenda can entail, which this introduction proposes to synthesize or summarize. It is our contention that “region” is a crucial but often neglected conceptual category with which to think about education (as well as other issues). Region is larger than a village, school district, city, or state, but smaller than and not necessarily fully residing within the geopolitical boundaries of a nation- state. (Consider Anzaldua’s [1987] identification as the region on both sides of the US- Mexican border as “La Frontera.”) While both amorphous and heterogeneously populated, regions nonetheless have identifiable patterns of linguistic, historical, ecological, and economic coherence. They are viable as an object of inquiry, and that is the work here

Nine Complementary Principles to Retain Adults in an ESOL/Literacy Program

The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments