“The Only Mexican in the Room”:<i>Sobrevivencia</i>as a Way of Knowing for Mexican Transnational Students and Families

Kasun, G. Sue

doi:10.1111/aeq.12107

Cited by 25 publications

(20 citation statements)

References 37 publications

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“…Kasun attempted to demonstrate a profound sense of authentic care (Valenzuela, ) toward the goal of achieving these decolonizing processes and ends, which, to be clear, we do not believe can be fully accomplished in just four weeks. Such care was reciprocated in authentic relationships even among Kasun's family members, who participated in the study abroad program as well (see, e.g., Kasun, ). For Kasun, creating a sense of authentic community among the participants through authentic care was paramount.…”

Section: Methodsmentioning

confidence: 99%

Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

Kasun

Saavedra

2016

TESOL Quarterly

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In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4‐week program were predominantly white, like the majority of teachers of English language learners in the United States today. By analyzing teacher candidates' self‐assessments, course work samples, class discussions, focus group sessions, and ethnographic field notes, the researchers found three main themes of identity shifts: becoming socially aware, becoming empaths, and becoming creators of loving classroom spaces. These tentative changes appear to be the result of a carefully crafted curriculum, including the extracurricular activities organized in concert with the social justice language institute with whom the researchers partnered. At the same time, the teacher candidates' identities worked in tensions with former identities already created, such as being excellent “classroom managers.” The researchers show these tensions and realistic hopes regarding the teacher candidates. This program—and other alternatives to preparing preservice teachers attempting to work with culturally and linguistically minoritized communities—can serve as examples of beginning efforts to decolonize curricula. This critical approach to teacher preparation creates cracks between worlds (Anzaldúa, 2002) that allow preservice teachers to rethink their identities as second language teachers in local and global contexts.

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Section: Methodsmentioning

confidence: 99%

Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

Kasun

Saavedra

2016

TESOL Quarterly

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“…Hence, young Latinas must navigate the complicated intersections of race, gender, class, and sexuality (Marisglia & Holleran, 1999) to challenge and negotiate traditional race-gendered scripts (Faulkner, 2003). This constant straddling (Carter, 2006;Cervantes-Soon & Carrillo, 2016) fosters pedagogies of everyday life that cultivate resistance, resiliency, supervivencia/sobrevivencia, and agency (Delgado Bernal, Elenes, Godinez, & Villenas, 2006;Villenas, 2001;Cervantes-Soon, 2016;Kasun, 2015).…”

Section: Unearthing Latina Girls' Agencymentioning

confidence: 99%

The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces

Rodríguez

Cervantes‐Soon

2020

Handbook on Promoting Social Justice in Education

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In recent years, important advancement has been documented in the literature about the educational attainment among female Latinas. However, Latina girls and young women continue to face significant challenges throughout their education journeys that are not always evident in statistical analyses. This chapter aims to map out a range of sources of oppression at the intersections of transnational constructions of gender, race, class, language, and citizenship that continue

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“…First, the Family class, where parents meet without their children, adopts a family-focused approach for its family curriculum delivery. The Welcome Home Center takes into consideration participants' transnational learning strategies that hinge on their strategies of building bridges between their knowledge and any cultural gaps they may have about the host country (Kasun 2014(Kasun , 2015(Kasun , and 2016. Secondly, parents spend time with their children in sessions called Children Academy twice a monthly to work together on socioacademic projects.…”

Section: Pragmatic Gender Boundary Rule-bendingmentioning

confidence: 99%

“…The study also builds on preliminary findings from in-depth qualitative analysis of patterns that emerged during my internship study. The current research makes further in-depth analysis of gender boundary negotiation aspects that are involved in parents' collective and individual learning experiences within Welcome Home Program design and delivery (Kasun 2014(Kasun , 2015(Kasun and 2016. As shown in the internship report, little, if any, research has examined immigrant and refugee parents' own involvement in their adjustment process with consideration of their resettlement aspirations (Kagaba and Gagné 2017).…”

Section: Contextualization Of Gender Boundary Negotiations During Resmentioning

confidence: 99%

“…It builds on insights from immigrant/refugee parents, predominantly women and Welcome Home Program administrators about how setting and working toward goals has helped the parents remain in the program as their social context (Kagaba and Gagné 2017). Social perspectives of gender boundary negotiation (Abu-Lughod 1993, Collins 2000,Gerson and Peiss 1985, Smith 1987, Smith 1990, Smith 2005, transnationalism in learning settings involving immigrants/refugees(Kasun 2013(Kasun /2014(Kasun /2015(Kasun /2016, and multiculturalism during migration are used to frame, interpret, and understand my findings.Gender TheoriesThe first body of work for the current study is gender theories. Research findings suggest that gender is essential in contemporary migration scholarship as women's needs are qualitatively different from men's needs(Curran et al 2006;Mahler and Pessar 2006, Saldico and Manjivar 2012).…”

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confidence: 99%

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Gender boundary negotiation within the U.S. immigrant/refugee resettlement : how transnational bridge-building matters.

Kagaba¹

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For the past several decades, social research about U.S. immigrant and refugee resettlement has focused on some of the ways federal and non-governmental organizations help immigrants and refugees integrate into mainstream society. Little research, if any, has explored how giving voice to immigrants and refugees is done in bridging transnational gaps and strengths in the process of their adjustment to the host country. This dissertation is grounded within transnational theory (Avenarius 2012, Levitt 2011, Peteet 1997) that argues that immigrants and refugees bring their experiences and cultures from their home countries, time in refugee camps, and other often traumatic experiences with them to the host country and a new culture. The study focuses on an organization solely funded by private donations and located in a Midwestern medium size city of the United States. The model is to encourage immigrant and refugee parents, predominantly women enrolling in Welcome Home 1 programs, to set up and work toward their own goals. The Welcome Home Program offers parents from diverse cultural backgrounds a new social space characterized by on-demand family coaching. At the same time, the program offers opportunities to parents to learn financial literacy. The program also replicates the national literacy model that puts emphasis on parent-child interactions in promoting children's academic development. The social context thus created functions primarily as an opportunity for family units to think about themselves as active players in the process of their adjustment to the United States. This research explores constant gender negotiations immigrant and refugee women and men engage in and how they accommodate new expectations and opportunities with their experiences in refugee camps and their socialization in their home countries.

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“The Only Mexican in the Room”:Sobrevivenciaas a Way of Knowing for Mexican Transnational Students and Families

Cited by 25 publications

References 37 publications

Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces

Gender boundary negotiation within the U.S. immigrant/refugee resettlement : how transnational bridge-building matters.

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