Border Brokers: Teachers and Undocumented Mexican Students in Search of "Acompañamiento"

Autor/in	Sepúlveda, Enrique, III
Titel	Border Brokers: Teachers and Undocumented Mexican Students in Search of "Acompañamiento"
Quelle	In: Diaspora, Indigenous, and Minority Education, 12 (2018) 2, S.53-69 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sepúlveda, Enrique, III)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2017.1408584
Schlagwörter	Undocumented Immigrants; Mexicans; Epistemology; Ethnography; Cultural Influences; High School Students; Teacher Attitudes; Academic Achievement; Advocacy; Geographic Location; Global Approach; Mexican Americans; Teacher Leadership; Secondary School Teachers; Interviews; Structured Interviews; Observation; California + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Mexikaner; Erkenntnistheorie; Ethnografie; Cultural influence; Kultureinfluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Schulleistung; Sozialanwaltschaft; Globales Denken; Hispanoamerikaner; Lehrerfunktionsstelle; Interviewing; Interviewtechnik; Beobachtung; Kalifornien
Abstract	This article examines the deployment of border conocimiento and the subsequent cultural production of third spaces for transnational Mexican youth by Chicano educators who I call "border brokers" at a northern California high school. It examines the micro-level insurgent actions on the part of a small group of educators at Bosque High to engage Mexican migrant youth through a different educational vision and narrative--a vision based on communal notions of learning and belonging and border epistemology, what I call Acompañamiento, where the meaning and scope of membership in the community in which one lives are addressed. Demonstrating a border epistemology, border teachers understood intimately the need to go beyond narrow constructions of academic success to join in the struggle for full realization of their students' humanity and need to be in community. Using ethnographic data from a year-long study at a northern California high school and town, this paper examines the different ways that educators came together to claim space and create place for displaced transmigrants in what I call acts of acompañamiento--a fluid cultural practice of solidarity, advocacy, and relationship/community building based on cultural knowledge situated in border zones. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01