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Latinos Unidos presents an unexpected perspective on Latinos-not only as a highly diverse and rapidly growing population in the United States with distinct social, cultural, and economic features-but as a new political force with a cohesive collective ethnic identity. Trueba, using his unique vantage point as a Latino immigrant and scholar, explores the vital issues of personal identity and resiliency, adaptive strategies, and successes of Latinos in North America in this pathbreaking book.
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Latinos Unidos presents an unexpected perspective on Latinos-not only as a highly diverse and rapidly growing population in the United States with distinct social, cultural, and economic features-but as a new political force with a cohesive collective ethnic identity. Trueba, using his unique vantage point as a Latino immigrant and scholar, explores the vital issues of personal identity and resiliency, adaptive strategies, and successes of Latinos in North America in this pathbreaking book.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 216
- Erscheinungstermin: 23. Dezember 1998
- Englisch
- Abmessung: 236mm x 157mm x 17mm
- Gewicht: 445g
- ISBN-13: 9780847687282
- ISBN-10: 0847687287
- Artikelnr.: 21209029
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 216
- Erscheinungstermin: 23. Dezember 1998
- Englisch
- Abmessung: 236mm x 157mm x 17mm
- Gewicht: 445g
- ISBN-13: 9780847687282
- ISBN-10: 0847687287
- Artikelnr.: 21209029
Enrique T. Trueba is Ruben E. Hinojosa Regents Professor and chair of the Curriculum and Instruction Department, Department of Education at the University of Texas, Austin.
Chapter 1 Series Editor's Foreword Chapter 2 Foreword Part 3 Introduction:
The Genesis of This Volume and Its Author Chapter 4 Personal Resilence and
Self-Identities Part 5 The Politics of Latino Self-Identity Chapter 6 A
Brief Historical Perspective: From a Colonized Mentality to Liberation
Chapter 7 The North American People's View of Immigrants Chapter 8 Fear in
an Older and Impoverished America Chapter 9 A New Collective Latino
Identity: Unexpected High Political Profile Chapter 10 Cultural Roots of
Resilency Chapter 11 Religious Foundations of Resilency and Solidarity
Chapter 12 Redefinition of the Self and New Leadership Chapter 13
Conclusing Reflections Part 14 Latino Diversity: Demographic,
Socioeconomic, Occupational, and Educational Characteristics Chapter 15
Socioeconomic and Demographic Characteristics Chapter 16 Migration and
Economic Crises Chapter 17 The Rural-Urban Continuum Chapter 18 The
Struggle of Latino Children in Schools Chapter 19 Preparing Teachers for
Latino Students Chapter 20 A Deficit View of Latino Students Chapter 21 The
Isolation of Latino Students Chapter 22 Student's Cultural and Cognitive
Capital Part 23 Race and Ethnicity in Academia: Latinos in High Education
Chapter 24 Race, Ethnicity, and Xenophobia Chapter 25 Debate on Affirmative
Action Chapter 26 My Personal Experience Chapter 27 Specific Cases of
Exclusion Chapter 28 Conflict Resolution Chapter 29 Concluding Thoughts
Part 30 Mexican Immigrant Families in California Chapter 31 Soiciopolitical
Context of Mexican Farm Labor Chapter 32 Mexican Immigrants in Migrant Town
Chapter 33 The Role of Women in the Family Chapter 34 The Case of Consuelo
Chapter 35 The Personal and Family Contextual Features of Resilency Chapter
36 Binational Lives Part 37 Critical Ethnography and a Vygotskian Pedagogy
of Hope: The Case of Mexican Immigrant Children Chapter 38 What is Critical
Ethnography? Chapter 39 Adaptive Responses of Mexican Immigrants Chapter 40
Education and Empowerment of Mexican Immigrants Chapter 41 Mr. Villegas,
the Fourth Grade Teacher Chapter 42 From Critical Ethnography to a
Vygotskian Pedagogy of Hope Chapter 43 Concluding Thoughts Chapter 44
Ethnic Identity Part 45 Latinos in the Twenty-First Century: The Components
of Praxis for a Pedagogy of Hope Chapter 46 Resilency and Latino
Identities: A Theoretical Reflection Chapter 47 Praxis for a Pedagogy of
Hope Chapter 48 New Educational Leadership Chapter 49 Dreams, Worries, and
Borders Chapter 50 Index
The Genesis of This Volume and Its Author Chapter 4 Personal Resilence and
Self-Identities Part 5 The Politics of Latino Self-Identity Chapter 6 A
Brief Historical Perspective: From a Colonized Mentality to Liberation
Chapter 7 The North American People's View of Immigrants Chapter 8 Fear in
an Older and Impoverished America Chapter 9 A New Collective Latino
Identity: Unexpected High Political Profile Chapter 10 Cultural Roots of
Resilency Chapter 11 Religious Foundations of Resilency and Solidarity
Chapter 12 Redefinition of the Self and New Leadership Chapter 13
Conclusing Reflections Part 14 Latino Diversity: Demographic,
Socioeconomic, Occupational, and Educational Characteristics Chapter 15
Socioeconomic and Demographic Characteristics Chapter 16 Migration and
Economic Crises Chapter 17 The Rural-Urban Continuum Chapter 18 The
Struggle of Latino Children in Schools Chapter 19 Preparing Teachers for
Latino Students Chapter 20 A Deficit View of Latino Students Chapter 21 The
Isolation of Latino Students Chapter 22 Student's Cultural and Cognitive
Capital Part 23 Race and Ethnicity in Academia: Latinos in High Education
Chapter 24 Race, Ethnicity, and Xenophobia Chapter 25 Debate on Affirmative
Action Chapter 26 My Personal Experience Chapter 27 Specific Cases of
Exclusion Chapter 28 Conflict Resolution Chapter 29 Concluding Thoughts
Part 30 Mexican Immigrant Families in California Chapter 31 Soiciopolitical
Context of Mexican Farm Labor Chapter 32 Mexican Immigrants in Migrant Town
Chapter 33 The Role of Women in the Family Chapter 34 The Case of Consuelo
Chapter 35 The Personal and Family Contextual Features of Resilency Chapter
36 Binational Lives Part 37 Critical Ethnography and a Vygotskian Pedagogy
of Hope: The Case of Mexican Immigrant Children Chapter 38 What is Critical
Ethnography? Chapter 39 Adaptive Responses of Mexican Immigrants Chapter 40
Education and Empowerment of Mexican Immigrants Chapter 41 Mr. Villegas,
the Fourth Grade Teacher Chapter 42 From Critical Ethnography to a
Vygotskian Pedagogy of Hope Chapter 43 Concluding Thoughts Chapter 44
Ethnic Identity Part 45 Latinos in the Twenty-First Century: The Components
of Praxis for a Pedagogy of Hope Chapter 46 Resilency and Latino
Identities: A Theoretical Reflection Chapter 47 Praxis for a Pedagogy of
Hope Chapter 48 New Educational Leadership Chapter 49 Dreams, Worries, and
Borders Chapter 50 Index
Chapter 1 Series Editor's Foreword Chapter 2 Foreword Part 3 Introduction:
The Genesis of This Volume and Its Author Chapter 4 Personal Resilence and
Self-Identities Part 5 The Politics of Latino Self-Identity Chapter 6 A
Brief Historical Perspective: From a Colonized Mentality to Liberation
Chapter 7 The North American People's View of Immigrants Chapter 8 Fear in
an Older and Impoverished America Chapter 9 A New Collective Latino
Identity: Unexpected High Political Profile Chapter 10 Cultural Roots of
Resilency Chapter 11 Religious Foundations of Resilency and Solidarity
Chapter 12 Redefinition of the Self and New Leadership Chapter 13
Conclusing Reflections Part 14 Latino Diversity: Demographic,
Socioeconomic, Occupational, and Educational Characteristics Chapter 15
Socioeconomic and Demographic Characteristics Chapter 16 Migration and
Economic Crises Chapter 17 The Rural-Urban Continuum Chapter 18 The
Struggle of Latino Children in Schools Chapter 19 Preparing Teachers for
Latino Students Chapter 20 A Deficit View of Latino Students Chapter 21 The
Isolation of Latino Students Chapter 22 Student's Cultural and Cognitive
Capital Part 23 Race and Ethnicity in Academia: Latinos in High Education
Chapter 24 Race, Ethnicity, and Xenophobia Chapter 25 Debate on Affirmative
Action Chapter 26 My Personal Experience Chapter 27 Specific Cases of
Exclusion Chapter 28 Conflict Resolution Chapter 29 Concluding Thoughts
Part 30 Mexican Immigrant Families in California Chapter 31 Soiciopolitical
Context of Mexican Farm Labor Chapter 32 Mexican Immigrants in Migrant Town
Chapter 33 The Role of Women in the Family Chapter 34 The Case of Consuelo
Chapter 35 The Personal and Family Contextual Features of Resilency Chapter
36 Binational Lives Part 37 Critical Ethnography and a Vygotskian Pedagogy
of Hope: The Case of Mexican Immigrant Children Chapter 38 What is Critical
Ethnography? Chapter 39 Adaptive Responses of Mexican Immigrants Chapter 40
Education and Empowerment of Mexican Immigrants Chapter 41 Mr. Villegas,
the Fourth Grade Teacher Chapter 42 From Critical Ethnography to a
Vygotskian Pedagogy of Hope Chapter 43 Concluding Thoughts Chapter 44
Ethnic Identity Part 45 Latinos in the Twenty-First Century: The Components
of Praxis for a Pedagogy of Hope Chapter 46 Resilency and Latino
Identities: A Theoretical Reflection Chapter 47 Praxis for a Pedagogy of
Hope Chapter 48 New Educational Leadership Chapter 49 Dreams, Worries, and
Borders Chapter 50 Index
The Genesis of This Volume and Its Author Chapter 4 Personal Resilence and
Self-Identities Part 5 The Politics of Latino Self-Identity Chapter 6 A
Brief Historical Perspective: From a Colonized Mentality to Liberation
Chapter 7 The North American People's View of Immigrants Chapter 8 Fear in
an Older and Impoverished America Chapter 9 A New Collective Latino
Identity: Unexpected High Political Profile Chapter 10 Cultural Roots of
Resilency Chapter 11 Religious Foundations of Resilency and Solidarity
Chapter 12 Redefinition of the Self and New Leadership Chapter 13
Conclusing Reflections Part 14 Latino Diversity: Demographic,
Socioeconomic, Occupational, and Educational Characteristics Chapter 15
Socioeconomic and Demographic Characteristics Chapter 16 Migration and
Economic Crises Chapter 17 The Rural-Urban Continuum Chapter 18 The
Struggle of Latino Children in Schools Chapter 19 Preparing Teachers for
Latino Students Chapter 20 A Deficit View of Latino Students Chapter 21 The
Isolation of Latino Students Chapter 22 Student's Cultural and Cognitive
Capital Part 23 Race and Ethnicity in Academia: Latinos in High Education
Chapter 24 Race, Ethnicity, and Xenophobia Chapter 25 Debate on Affirmative
Action Chapter 26 My Personal Experience Chapter 27 Specific Cases of
Exclusion Chapter 28 Conflict Resolution Chapter 29 Concluding Thoughts
Part 30 Mexican Immigrant Families in California Chapter 31 Soiciopolitical
Context of Mexican Farm Labor Chapter 32 Mexican Immigrants in Migrant Town
Chapter 33 The Role of Women in the Family Chapter 34 The Case of Consuelo
Chapter 35 The Personal and Family Contextual Features of Resilency Chapter
36 Binational Lives Part 37 Critical Ethnography and a Vygotskian Pedagogy
of Hope: The Case of Mexican Immigrant Children Chapter 38 What is Critical
Ethnography? Chapter 39 Adaptive Responses of Mexican Immigrants Chapter 40
Education and Empowerment of Mexican Immigrants Chapter 41 Mr. Villegas,
the Fourth Grade Teacher Chapter 42 From Critical Ethnography to a
Vygotskian Pedagogy of Hope Chapter 43 Concluding Thoughts Chapter 44
Ethnic Identity Part 45 Latinos in the Twenty-First Century: The Components
of Praxis for a Pedagogy of Hope Chapter 46 Resilency and Latino
Identities: A Theoretical Reflection Chapter 47 Praxis for a Pedagogy of
Hope Chapter 48 New Educational Leadership Chapter 49 Dreams, Worries, and
Borders Chapter 50 Index