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This book explores ways of overcoming the problems researchers may encounter in collecting and interpreting data generated from Hispanic studies.
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Contains scholarly evaluations of books and book chapters as well as conference papers and articles published worldwide in the field of Latin American studies. Covers social sciences and the humanities in alternate years.
"An updated and expanded edition of Tatum's Chicano Popular Culture (2001), touching upon major developments in popular culture since the book's original publication"--Provided by publisher.
How can psychology contribute to our understanding of Hispanics in the United States? Edited by Amado M. Padilla, Hispanic Psychology offers students, researchers, and practitioners the most contemporary and complete view of psychological writings available today. The topics tackled by a team of social scientists include adaptation to a new culture in the United States, the role of the family in acculturation, ethnic identification for Hispanics, health and mental health service and research needs of Hispanics, and changing gender roles in Hispanic culture. This volume examines such complex subjects as Chicano male gang members, homeless female AIDS victims, and educational resiliency of students with authority and perceptivity. This book brings together diverse psychological issues that will spark an interest in anyone wishing to have a current perspective on the fastest growing ethnic group in the United States. "Libraries serving graduate students in the areas of psychology, education, child development, or Latino studies should find this book helpful." --Choice "The growing presence and relevance of ethnic and cultural issues in many mental health disciplines has a cogent demonstration in this handsome volume. The strength of this volume is in its well-conceived and realized research studies. Indeed, the "new scholarship" of conceptual models, measurement instruments, and interpretive approaches, drawing heavily on the social context in which Hispanics live, gives this book a prominent place among its peers. This volume will become a landmark in the task of defining the realities and the fate of Hispanics in the United States of the twenty-first century." --Renato D. Alacrón in Transcultural Psychiatric Research Review
An in-depth study of the presence and representation of Jews in contemporary Argentine film, focusing on films shot since the year 2000. Runner-up for the AHGBI-Spanish Embassy Doctoral Publication Prize for 2017 Notwithstanding the current visual prominence of Jewish life and Jewish culture on the Argentine big screen, surprisingly little has been written about Jewish film characterization in academic scholarship. In order to fill this lacuna, Portrayals of Jews in Contemporary Argentine Cinemaexplores the depiction of the Jews of Argentina in modern Argentine cinema with particular attention to the ways in which Jews and Jewishness interact with issues of national identity. The central aim of the book is to investigate how Argentine cinema negotiates the argentinidad of Jewish Argentines, thereby adding to the mosaic that is the imagined community of Argentina. To this end, key films by both Jewish and non-Jewish directors are scrutinized, shedding light on three main areas: the masculinity of the Jewish gaucho, the effects of the 1994 AMIA bombing and family relations, including fatherhood and the intermarriage between Jews and Gentiles. Organized around these topics, the book comprises four chapters and with the exception of the first, which is a historical exposition of Jewish presence in Argentina and Argentine film, all subsequent ones take a theme-centered approach. Mirna Vohnsen is a faculty member in Spanish and Latin American Studies at Maynooth University.