What is the relationship among migration, education, and socio-emotional well-being? This article draws on ethnographic research with Dominican youth to examine the impact of maternal migration on young immigrants and their educational aspirations. We detail how the youth come to conflate mother love, the sacrifices of migration, and educational investment. We argue that this conflation represents a "cruel optimism" (Berlant 2011), wherein the impossible object of desire-social mobility through schooling-impedes well-being. [Schooling, Dominican, socio-emotional well-being, maternal migration, affect theory] ¿Cuál es la relación entre la migración, la educación y el bienestar socio-emocional? A partir de una investigación etnográfica con jóvenes dominicanos en Nueva York, este estudio examina el impacto de la migración materna sobre los jóvenes inmigrantes, y sus aspiraciones educativas. En éste detallamos cómo los jóvenes llegan a confundir el amor materno, los sacrificios de la migración y la inversión educativa que ellos mismos hacen para cumplir sus expectativas y las de sus madres. Argumentamos que esta confluencia representa una forma de "optimismo cruel" (Berlant 2011), en la que el objeto imposible del deseo-la movilidad social a través de la educación-impide su propio bienestar.

This article explores children’s perspectives regarding migration and family separation on both sides of the Mexico‐U.S. border. ‘Transnational care constellations’1 that connect separated siblings allow children to imagine the other side of the border and to explore their thoughts and perspectives through the lenses of inequality, as well as through a sense of belonging and family. This article presents ethnographic data of families that capture the dynamism of families that are both ‘here and there’ as children assemble their ideas and narratives of how transnational lives exist.

Resumo O mundo está testemunhando uma era de mobilidade humana sem precedentes: os migrantes internacionais aumentaram de 100 milhões em 1960 para 155 milhões em 2000 e para 214 milhões em 2010 (UNDESA). No entanto, dá-se pouca importância à forma como a migração e a educação interagem para influenciar a mobilidade social e econômica. Este artigo considera a relação entre migração e educação. Na primeira seção, recorremos à teorização antropológica da mobilidade e da cidadania para propor uma estrutura conceitual para o tema. Em seguida, examinamos a pesquisa de três fluxos de migração: jovens de ascendência haitiana que vivem na República Dominicana, colombianos no Equador, e filhos de mães mexicanas que migraram para os Estados Unidos. As análises desses casos enfatizam a importância do acesso e da inclusão, as escolas como locais-chave para governar os sujeitos, e as estratégias desenvolvidas pelos migrantes para assegurar a escolarização. Na conclusão, esboçamos orientações para futuras pesquisas que permitiriam uma análise mais forte das relações entre educação e migração e o desenvolvimento de Migração e Educação como campo de investigação.

This article examines how sound-as a medium, method, and modality-attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disrupt what is traditionally read as experience in writing ethnographic research. [sound, multimodality, ethnography, qualitative research, writing, field recording]

Recent scholarship reveals how English can be disproportionately privileged in dual language bilingual education (DLBE) programming (Cervantes‐Soon et al., 2017; Valdés, 1997). Through a program designed to serve Brazilian (im)migrant populations, this study expands the scope of DLBE research. This study took place in the U.S. state of Massachusetts, which has just emerged from a 15‐year period of English‐only legislation. It explores language status in a context of Portuguese Brazilian (im)migrant experience that has been largely unexplored in the TESOL literature. The researchers argue that there are three main dynamics of equity and language practices that need examination. While dual language teachers highly valued instruction in Portuguese, not all community stakeholders viewed Portuguese as a valuable language, accentuating inequalities in the experiences of children in the classroom. Brazilian immigrant children actively positioned themselves as experts during Portuguese instruction, however, often, they did not enjoy the attention and support that their English‐dominant peers experienced. Finally, Brazilian immigrant students' participation in the Portuguese‐led portions of the day was not conducive to further development of their advanced Portuguese knowledge. Through the combination of these dynamics, Brazilian immigrant children elevated the status of the language in their formal instructional environment, but were not themselves afforded a similarly high status.