Teaching and Learning in the New Latino Diaspora: Creating Culturally Responsive Practice (eng)

Experienced and new scholars describe strategies and outline policies to better serve Latino constituencies in a post-pandemic world.

This volume does more than document an educational dynamic that impacts Latino populations across the United States; it also connects educational challenges to concrete plans for how those problems can be resolved.

Both experienced and new scholars describe strategies and outline policies to support academic success, affirm identity and belonging, and show how educational institutions can be transformed to better serve Latino constituencies in a post-pandemic world, where insistent efforts at right of belonging and affirmation counter Trumpian xenophobia and hostility.

Examples from elementary education to higher education supply familiar points of entry, but also challenge readers to explore scenarios and strategies that they have not previously considered. Each chapter begins with empirical documentation of an educational problem involving Latino populations where their presence is relatively new (mainly post-IRCA) and goes on to outline how that problem can be resolved.

Teaching and Learning in the New Latino Diaspora includes depictions of how youth participatory action research can diversify teacher education recruitment, what authentically welcoming college campuses might look like, how high school literature classes could include more Latino authors, and much more.

Book Features:

• Includes detailed examples of practice to assist teachers and school leaders in restructuring their classrooms and programs to better serve Latino students.
• Describes settings and scenarios from across the United States that will be familiar to those teaching, leading, or preparing to do so.
• Focuses on the new diaspora as distinct from states with traditionally large Latino populations.
• Argues that lagging educational outcomes are far from inevitable and that inclusion, engagement, and success are possible and worth striving for.

Edmund T. Hamann is a professor in the department of Teaching, Learning, and Teacher Education at the University of Nebraska. Socorro G. Herrera is professor of curriculum and instruction at Kansas State University and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA). Enrique G. Murillo Jr. is a professor in the department of Teacher Education and Foundations at California State University, San Bernardino, where he is director of doctoral studies. He is also founder of LEAD (Latino Education and Advocacy Days). Stanton Wortham is Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development, Boston College.