Now in its second edition, this handbook offers a comprehensive review of rigorous, innovative, and critical scholarship profiling the scope and terrain of academic inquiry on Latinos and education.
Now in its second edition, this Handbook offers a comprehensive review of rigorous, innovative, and critical scholarship profiling the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is now organized around four tighter key themes of history, theory, and methodology; policies and politics; language and culture; teaching and learning. New chapters broaden the scope of theoretical lenses to include intersectionality, as well as coverage of dual language education, discussion around the Latinx, and other recent updates to the field.
The Handbook of Latinos and Education is a must-have resource for educational researchers; graduate students; teacher educators; and the broad spectrum of individuals, groups, agencies, organizations, and institutions that share a common interest in and commitment to the educational issues that impact Latinos.
SECTION I: History, Theory and Methodology; 1: History, Theory, and
Methodology: An Introduction; 2: The United Status of Latinx: 2010-2020
Remix; 3: Radical Joteria-Muxerista Love in the Classroom: Brown Queer
Feminist Strategies for Social Transformation; 4: A Chicana/Latina Feminist
Methodology: Examining Plįticas in Educational Research; 5: Listening to our
Antepasados: Toward a Futurity of Chicanx/a/o and Puerto Rican Studies;
SECTION II: Policies and Politics; 6: Policies and Politics: An Introduction
; 7: Latinx Faculty in la Academia: Power, Agency, and Sobrevivencia; 8:
Changing Faces and Persistent Patterns for Education in the New Latino/a/x
Diaspora; 9: Monoglossic Language Education Policies and Latinx Students
Language; 10: Investing in Educational Equity for Latinos: How
Accountability, Access and Systemic Inequity Shape Opportunity; 11: Como Una
Jaula De Oro: How Policy Impacts Undocumented Latina/o College Students; 12:
Latina/o/x Teachers: History, Policies and Politics; 13: Presencing While
Absent: Indigenous Latinxs and Education; 14: Theorizing AfroLatinx
Subjectivities, Afrolatinidades, and the Racial Politics of Identity in
Education; SECTION III: Language and Culture; 15: Language and Culture: An
Introduction; 16: The Problem With Latinx as a Racial Construct vis-ą-vis
Language and Bilingualism: Toward Recognizing Multiple Colonialisms in the
Racialization of Latinidad; 17: Content-Area Instruction for ELs from
Kindergarten to Higher Education: Interventions, Investigations, and
Innovative Directions; 18: Fear of a Brown Planet: Racial Politics and
Latina/o Education Policy; 19: Mexican American Studies and Scholar Activism
in a Decolonial Enactment of Citizenship: From Testimony to Testimonio; 20:
Exploring Educational and Workforce Data Trends on Latino Boys and Men:
Implications for Research and Practice; 21: The History and Evolution of the
Term Latinx; 22: Latinx/a/o LGBTQ+ Communities in Education; 23: The Critical
Relevance of Bilingual Education and Bilingualism; SECTION IV: Teaching and
Learning; 24: Teaching and Learning: An Introduction ; 25: How Teachers
Unknowingly Organize Failure for Children of Color by Creating "Zones of
Negative Development"; 26: "Who are These Kids, Rejects from Hell?" Analyzing
Hollywood Distortions of Latina/o High School Students; 27:
Cultural-Historical Perspectives on American Latinx Students and Educational
Equity; 28: Young Latinx Learners in Early Childhood Education: Shifting
Trends and Future Directions; 29: Hermandad and Mentorship: An Innovative
Approach Ensuring the Success of Latinx Preservice Teachers; 30: Cultivating
Pedagogical Clarity: Dual-Language Bilingual Education Teachers Changing
Views of Literacy Practices as Influenced by Critical Dialogue; 31: Latino
Educational (In)Opportunities: Causes, Consequences, and Challenges to
Unequal Opportunities to Learn; 32: Best Practices for Teaching Latino
English Learners in U.S. Schools
EDITOR-IN-CHIEF Enrique G. Murillo, Jr. California State University, San Bernardino, Enrique G. Murillo, Jr. is Professor of Education at California State University, San Bernardino. He is the founding editor in chief of the Journal of Latinos and Education (JLE) and of the inaugural edition of the Handbook of Latinos and Education (HLE). Additionally, he is the founder of the National Latino Education Network (NLEN) and Latino Education and Advocacy Days (LEAD), the objective of which is to promote a broadbased awareness of the crisis in Latino education and to enhance the intellectual, cultural, and personal development of the Latino community's educators, administrators, leaders, and students. SECTION I: History, Theory, and Methodology Dolores Delgado Bernal California State University, Los Angeles Socorro Morales The University of Texas at San Antonio Dolores Delgado Bernal is Chair and Professor in the Department of Chicana(o) and Latina(o) Studies at California State University, Los Angeles. Socorro Morales is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio. SECTION II: Policies and Politics Luis Urrieta, Jr. The University of Texas at Austin Eric Ruiz Bybee Brigham Young University Luis Urrieta, Jr. is the Suzanne B. and John L. Adams Endowed Professor of Education at the University of Texas at Austin. Eric Ruiz Bybee is an assistant professor at Brigham Young University. His research interests include Latinx education; bilingual teacher education; and identity, belonging, and cultural knowledge in education. SECTION III: Language and Culture Juan Sįnchez Muńoz University of California, Merced Victor Sįenz The University of Texas at Austin Daniel Villanueva University of Houston, Downtown Juan Sįnchez Muńoz is the Chancellor of the University of California, Merced, and a former high school teacher, community college instructor, and university professor in education. Victor Sįenz is a professor in the College of Education at the University of Texas at Austin and is the chair of the Department of Educational Leadership and Policy. He holds courtesy appointments with the Center for Mexican American Studies and various other research centers across the University. Daniel Villanueva is a scholar-practitioner who serves as Vice President of Enrollment Management at the University of Houston, Downtown. His research interests include higher education administration, academic capitalism, student access, and Latinx issues. SECTION IV: Teaching and Learning Margarita Machado-Casas San Diego State University Katherine Espinoza Texas A&M University, San Antonio Margarita Machado-Casas is Chair and Full Professor in the Department of Dual Language and English Learner Education at San Diego State University. Her research interests include immigrant, Indigenous Afro-descendants, and bilingual/multilingual education, transnational communities, and minority agency. Katherine Espinoza is an assistant professor at Texas A&M University, San Antonio, whose research focus is Latina/o identity construction of students, and preservice and in-service teachers.
