Transborder Literacies of (In)Visibility

Autor/inn/en	Gallo, Sarah; Adams Corral, Melissa
Titel	Transborder Literacies of (In)Visibility
Quelle	In: Journal of Literacy Research, 55 (2023) 1, S.101-123 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallo, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X231163127
Schlagwörter	Ethnography; Mexicans; Immigrants; Literacy; Multiple Literacies; Citizenship; Parent Child Relationship; Biculturalism; Civil Rights; Mexican Americans; Racism; Power Structure; Foreign Countries; Critical Literacy; Relocation; Elementary School Students; Workshops; Public Policy; Spanish; Undocumented Immigrants; Access to Education; Records (Forms); Mexico; United States + Suchen Sie Ihr Suchwort? Ethnografie; Mexikaner; Immigrant; Immigrantin; Immigranten; Alphabetisierung; Schreib- und Lesefähigkeit; Staatsbürgerschaft; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bikulturalität; Bürgerrechte; Grundrechte; Zivilrecht; Hispanoamerikaner; Rassismus; Ausland; Kritisches Lesen; Umsetzung; Lernwerkstatt; Schulung; Öffentliche Ordnung; Spanisch; Illegaler Aufenthalt; Education; Access; Bildung; Zugang; Bildungszugang; Formularsammlung; Mexiko; USA
Abstract	Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices families engaged in as they applied for their children's U.S. passports from Mexico, we demonstrate how these literacies were not just about expanding authentic ways of reading and writing to include both U.S. and Mexican ways, but instead required unique transborder literacies across mutually unintelligible, racializing mononational systems so that children could (re)access their rights on both sides of the border. We argue that recognizing families' complex transborder literacy practices of (in)visibility could offer a novel anti-oppressive lens to transform how educators make sense of the complexity of immigrant families' literacies, movements, and educational supports across borders and national schooling systems. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01