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Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.
Thanks to hundreds of interviews with Mexican deportees, this book puts a real face on discussions of immigration and border policies--Provided by publisher.
In this book, Mireya Loza sheds new light on the private lives of migrant men who participated in the Bracero Program (1942–1964), a binational agreement between the United States and Mexico that allowed hundreds of thousands of Mexican workers to enter this country on temporary work permits. While this program and the issue of temporary workers has long been politicized on both sides of the border, Loza argues that the prevailing romanticized image of braceros as a family-oriented, productive, legal workforce has obscured the real, diverse experiences of the workers themselves. Focusing on underexplored aspects of workers' lives--such as their transnational union-organizing efforts, the sexual economies of both hetero and queer workers, and the ethno-racial boundaries among Mexican indigenous braceros--Loza reveals how these men defied perceived political, sexual, and racial norms. Basing her work on an archive of more than 800 oral histories from the United States and Mexico, Loza is the first scholar to carefully differentiate between the experiences of mestizo guest workers and the many Mixtec, Zapotec, Purhepecha, and Mayan laborers. In doing so, she captures the myriad ways these defiant workers responded to the intense discrimination and exploitation of an unjust system that still persists today.
Drawing on a rich, interdisciplinary collection of U.S. and Mexican sources, this volume explores the conflict that redrew the boundaries of the North American continent in the nineteenth century. Among the many period texts included here are letters from U.S. and Mexican soldiers, governmental proclamations, songs, caricatures, poetry, and newspaper articles. An Introduction, a chronology, maps, and suggestions for further reading are also included.
"Jusionyte explores the sister towns bisected by the border from many angles in this illuminating and poignant exploration of a place and situation that are little discussed yet have significant implications for larger political discourse."—Publishers Weekly, STARRED Review Emergency responders on the US-Mexico border operate at the edges of two states. They rush patients to hospitals across country lines, tend to the broken bones of migrants who jump over the wall, and put out fires that know no national boundaries. Paramedics and firefighters on both sides of the border are tasked with saving lives and preventing disasters in the harsh terrain at the center of divisive national debates. Ieva Jusionyte’s firsthand experience as an emergency responder provides the background for her gripping examination of the politics of injury and rescue in the militarized region surrounding the US-Mexico border. Operating in this area, firefighters and paramedics are torn between their mandate as frontline state actors and their responsibility as professional rescuers, between the limits of law and pull of ethics. From this vantage they witness what unfolds when territorial sovereignty, tactical infrastructure, and the natural environment collide. Jusionyte reveals the binational brotherhood that forms in this crucible to stand in the way of catastrophe. Through beautiful ethnography and a uniquely personal perspective, Threshold provides a new way to understand politicized issues ranging from border security and undocumented migration to public access to healthcare today.
Educating Across Borders is an ethnography of the learning experiences of transfronterizxs, border-crossing students who live on the U.S.-Mexico border, their lives spanning two countries and two languages. Authors María Teresa de la Piedra, Blanca Araujo, and Alberto Esquinca examine language practices and funds of knowledge these students use as learning resources to navigate through their binational, dual language school experiences. The authors, who themselves live and work on the border, question artificially created cultural and linguistic borders. To explore this issue, they employed participant-observation, focus groups, and individual interviews with teachers, administrators, and staff members to construct rich understandings of the experiences of transfronterizx students. These ethnographic accounts of their daily lives counter entrenched deficit perspectives about transnational learners. Drawing on border theory, immigration and border studies, funds of knowledge, and multimodal literacies, Educating Across Borders is a critical contribution toward the formation of a theory of physical and metaphorical border crossings that ethnic minoritized students in U.S. schools must make as they traverse the educational system.