Contested Policy

Author: Guadalupe San Miguel
Publisher: University of North Texas Press
ISBN: 1574411713
Format: PDF
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Discusses the history of bilingual education policies in the United States.

Life in Laredo

Author: Robert D. Wood
Publisher: University of North Texas Press
ISBN: 157441173X
Format: PDF
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Annotation The author shows daily live in Laredo and the struggle to survive in a harsh environment from the 1750s - 1850s.

English Language Learners at School

Author: Else V. Hamayan
Publisher: Caslon Incorporated
ISBN: 9781934000045
Format: PDF, Kindle
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Includes a free subscription to a companion website. This book is not returnable if the shrink wrap is damaged or removed.

Culture and Power in the Classroom

Author: Antonia Darder
Publisher: Routledge
ISBN: 1317261747
Format: PDF, ePub
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This is a timely second edition of the enormously significant book which changed how teachers and community activists view their own practice. This edition concludes with personal essays by teachers, professors, and community activists explaining the direct impact which Culture and Power in the Classroom has had on their lives. Unlike many texts that discuss educational failure, this book provides a historical context for understanding underachievement in our nation. Thoroughly revised to include the new thinking on diversity and learning, this edition includes a new chapter on assessment and the brain. This second edition will be welcomed by previous and new readers alike, and will help influence the approach of a new generation of teachers, whether they are based in schools, colleges or community centres.

Chicana o Struggles for Education

Author: Guadalupe San Miguel
Publisher: Texas A&M University Press
ISBN: 1603449965
Format: PDF, ePub
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Much of the history of Mexican American educational reform efforts has focused on campaigns to eliminate discrimination in public schools. However, as historian Guadalupe San Miguel demonstrates in Chicana/o Struggles for Education: Activisim in the Community, the story is much broader and more varied than that. While activists certainly challenged discrimination, they also worked for specific public school reforms and sought private schooling opportunities, utilizing new patterns of contestation and advocacy. In documenting and reviewing these additional strategies, San Miguel’s nuanced overview and analysis offers enhanced insight into the quest for equal educational opportunity to new generations of students. San Miguel addresses questions such as what factors led to change in the 1960s and in later years; who the individuals and organizations were that led the movements in this period and what motivated them to get involved; and what strategies were pursued, how they were chosen, and how successful they were. He argues that while Chicana/o activists continued to challenge school segregation in the 1960s as earlier generations had, they broadened their efforts to address new concerns such as school funding, testing, English-only curricula, the exclusion of undocumented immigrants, and school closings. They also advocated cultural pride and memory, inclusion of the Mexican American community in school governance, and opportunities to seek educational excellence in private religious, nationalist, and secular schools. The profusion of strategies has not erased patterns of de facto segregation and unequal academic achievement, San Miguel concludes, but it has played a key role in expanding educational opportunities. The actions he describes have expanded, extended, and diversified the historic struggle for Mexican American education.