Racial politics, Latin@ youth, and teacher education

Bondy, Jennifer M.; Braunstein, Lauren B.

doi:10.1080/15348431.2017.1371017

Cited by 4 publications

(3 citation statements)

References 31 publications

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“…In schools, Latinx students are subjected to racist nativist political rhetoric-from both peers and educators-resulting in emotionally, socially, and psychologically detrimental educational experiences (Castrellón et al, 2017;Costello, 2016;Dantley, 2017;Green & Castro, 2017;Matias & Newlove, 2017;Sondel et al, 2018). Regardless of future election outcomes, multiple studies also point to the political trauma that Latinx students, educators, and families must face as it pertains to fear, anxiety, anger, and distrust (Bondy, 2017;Bondy & Braunstein, 2019;Sondel et al, 2018;Wray-Lake et al, 2018). As evident in the August 2019 mass shooting in El Paso, Texas, racial violence directed against Latinxs within and outside school walls is state sanctioned by the discourse of presidential, state, and local administrations.…”

Section: Moving Forward: Suggestions For Further Researchmentioning

confidence: 99%

“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum

Busey

Corral

Davis

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Anti-Latinx political discourses have long positioned Latin America and, by extension, U.S. Latinxs as economic, sociocultural, and political threats to the general welfare of the United States. In formal school curricula, this threat narrative has become one of the many political curricular discourses for codifying citizenship as White, and noncitizens as Other (read Black, Indigenous, Latinx, Asian American). Purpose/Objective/Research Question/Focus of Study The purpose of this study was to illustrate how collapsible Latin American tropes and current anti-Latinx sentiments are reproduced in social studies curricula across the United States. Drawing from and expanding upon Leo Chavez's notion of the Latinx Threat Narrative as a framework, we analyzed secondary social studies curricular standards across all 50 states and the District of Columbia to determine how anti-Latinx and anti-Latin American political rhetoric is reified in U.S. civic and citizenship-based curriculum. The following research question guided our study: In what ways do secondary U.S. civic and citizenship education curricular standards situate Latinxs and Latin America within the Latinx Threat Narrative and current anti-Latinx political sentiment? Research Design To carry out our study, we conducted a critical content analysis of secondary social studies curricular standards with a particular focus on U.S. history, civics, and economics content standards and benchmarks across all 50 states and the District of Columbia. Situating our theoretical framework as an analytic tool, we systematically extracted and analyzed all standards with explicit or implicit references to Latinxs and Latin Americans. Findings/Results Findings indicate that Latin America and, by extension, Latinxs are regularly situated as social and political dangers to the overall welfare of the United States, suggesting the presence of what we refer to as the Latinx Third World Threat Narrative. We argue that this hemispheric homogenization of Latinx peoples in curricular standards flattens important historical and cultural distinctions, thereby facilitating exchange of anti-Latinx stereotypes present in contemporary political rhetoric. We also show how U.S. Latinx civic agency is encoded as an illicit, corrupt, and destabilizing force. Conclusions/Recommendations In light of our findings, we suggest that educators pay specific attention to the political amalgamation of Latinx subjectivities. Additionally, policy advocates and educators must move beyond understanding curricular representation as just an impediment to students’ heritage knowledge and begin to understand state-backed curricular standards as part of a larger political apparatus.

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Section: Moving Forward: Suggestions For Further Researchmentioning

confidence: 99%

“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum

Busey

Corral

Davis

2021

Teachers College Record: The Voice of Scholarship in Education

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“…When master narratives remain unquestioned by teachers they legitimize national myths about race, culture, and assimilation (Chomsky, 2014;Ladson-Billings, 2000;Pérez, 2015). Surprisingly, little attention has been paid to the role that elementary teachers play in reproducing racialized and essentialist stories that conceptualize Latinx children as "others" (Bondy & Braunstein, 2017;Brownlee, 2012;Wagner, Holtz, & Kashima, 2009). For instance, little is known about teachers' understanding of immigration history or the legacy of U.S. covert intervention in Latin America (Graff, 20110;King & Chandler, 2016).…”

Section: Need For Studymentioning

confidence: 99%

“…Interestingly, even less is known about the way White preservice teachers make sense of the experiences and histories of recent Latinx immigrants (Bondy & Braunstein, 2017;Fitchett & Salas, 2010;Picower & Kohli, 2017). White women currently comprise approximately 93% of all elementary school teachers (Howard, 2016).…”

Section: Future Teachers: White Preservice Teachersmentioning

confidence: 99%

"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

Vásquez

2018

jctp

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This autoethnography examines the experiences of an assistant professor of elementary social studies methods at a predominantly White institution (PWI). Drawing on the Latina/o Critical Race Theory (LatCrit) methodology of testimonio, the assistant professor in this study, who self-identifies as Chicano, intentionally situates Latinx immigration counter-narratives as oppositional stories to the master narrative of "who belongs." Using a Critical Race Theory (CRT) framework for analysis, this paper argues that counter-narratives serve as necessary correctives for reconceptualizing racist, essentialist, and nativist master narratives. This paper shows how social studies education courses in teacher preparation programs (TEPs) can serve as sites for counter-hegemonic resistance to the master narratives that racialize and criminalize recent Latinx immigrants.

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Critical Affect Literacy: A Call to Action in a Trump Administration

Bondy

Johnson

2019

Action in Teacher Education

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Racial politics, Latin@ youth, and teacher education

Cited by 4 publications

References 31 publications

“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum

“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum

"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

Critical Affect Literacy: A Call to Action in a Trump Administration

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