Pedagogías del Camaleón /Pedagogies of the Chameleon: Identity and Strategies of Survival for Transnational Indigenous Latino Immigrants in the US South

详细信息    查看全文

• 作者：Margarita Machado-Casas (1)
  
• 关键词：Multilingual ; Multicultural ; Immigrant ; Latino ; Indigenous ; Families ; US ; Transnational ; Identity
• 刊名：The Urban Review
• 出版年：2012
• 出版时间：December 2012
• 年：2012
• 卷：44
• 期：5
• 页码：534-550
• 全文大小：209KB
• 参考文献：1. Anderson,W. (1997, October). / Familias purépechas en el sur de Illinois: La (re)construcción de La identidad étnica [Purepecha families in southern Illinois: The (re)construction of ethnic identity]. Paper presented at the XIX Coloquio de Antropología e Historia Regionales, organized byel Colegio de Michoacán, Ciudad de Zamora.
  2. Anzaldúa, G. (1987). / Borderlands/La Frontera: The new mestiza. San Francisco, CA: Aunt Lute Books, 1997.
  3. Aranda, E. M. (2006). / Emotional bridges to Puerto Rico: Migration, return migration, and the struggles of incorporation. Lanham: Rowman & Littlefield.
  4. Baquedano-López, P. (1997). Creating social identities through doctrina narratives. / Issues in Applied Linguistics, / 8(1), 27-5.
  5. Beck, U. (1998). / The cosmopolitan manifesto. New Statesman (March 20th) 28-0.
  6. Besserer, F. (2002). Politica cuantica: El uso de la radio por comunidades transnacionales. / Nueva Antopología 25(57).
  7. Besserer, F. (2004). / Topografías transnacionales: Hacia una geografía de la vida transnacional. México, DF: Plaza y Valdés.
  8. Castells, M. (1997). / The power of identity. Oxford: Blackwell press.
  9. Clandinin, D. J., & Huber, J. (2002). Narrative inquiry: toward understanding life’s artistry. / Curriculum Inquiry, / 32, 161-69. CrossRef
  10. Creswell, J. W. (2003). / Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  11. DuBois, W. E. B. (Ed.). (1986). / The souls of black folk. New York: The Library of America.
  12. Durand, J., & Massey, D. (1992). Mexican migration to the United States: A critical review. / Latin American Research Review, / 27, 3-2.
  13. Eades, J. (1987) Anthropologist and migrants: Changing models and realities. In J. Eades (Ed.), / Migrants, workers, and the social order (pp. 1-6). London: Tavistock.
  14. Ek, L. D. (2005). Staying on God’s path: Socializing Latino immigrant youth to a Christian Pentecostal identity in Southern California. In A. C. Zentella (Ed.), / Building on strength: Language and literacy in Latino families and communities (pp. 77-2). New York/Covina, CA: Teachers College Press/California Association for Bilingual Education.
  15. Fitzgerald, D. (2006). Towards a theoretical ethnography of migration. / Qualitative Sociology, / 29, 1-4. CrossRef
  16. Flores, N., Hernández-León, R., & Massey, D. (2004). Social capital and emigration from rural and urban communities. In J. Durand & D. S. Massey (Eds.), / Crossing the border: Research from the Mexican migration project (pp. 184-00). New York: Russell Sage Foundation.
  17. Fox, J. (2006). Reframing Mexican migration as a multi-ethnic process. / Latino Studies, / 4, 39-1. CrossRef
  18. Fox, J., & Rivera-Salgado, G., (Eds). (2004). Indigenous Mexican Migrants in the United States. La Jolla, CA: University of California, San Diego, Center for Comparative Immigration Studies and Center for US–Mexican Studies.
  19. Gallegos, B. (1998). Remember the Alamo: Imperialism, memory, and postcolonial educational studies. / Educational Studies, / 29, 232-47.
  20. Gandara, P. (1995). / Over the ivy walls: The educational mobility of low-income Chicanos. Albany, NY: State University of New York Press.
  21. Glick Schiller, N., Basch, L., & Szanton-Blanc, C. (1992). Transnationalism: A new analytic framework for understanding migration. In N. Glick Schiller, L. Basch & C. Szanton-Blank (Eds.), / Toward a transnational perspective on migration (pp. 1-4). New York: New York Academy of Sciences.
  22. González, N. (2001). / I am my language: Discourses of women and children in the borderlands. Tucson: The University of Arizona Press.
  23. Grinberg, J., & Saavedra, E. R. (2000). The constitution of bilingual/ESL education as a disciplinary practice: Genealogical explorations. / Review of Educational Research, / 70(4), 419-41.
  24. Guerra, J. C. (1998). / Close to home: Oral and literate practices in a transnational Mexicano community. New York, NY: Teachers College Press.
  25. Kearney, M. (1988). Mixtec political consciousness: From passive to active resistance. In D. Nugent (Ed.), / Rural revolt in Mexico and U.S. intervention. Center for U.S.-Mexican Studies Monograph Series, University of California, San Diego, pp. 113-24.
  26. Kearney, M. (1991). Borders and bourndaries of state and self at the end of the Empire. / Journal of Historical Sociology, / 1(4), 52-4. CrossRef
  27. Kearney, M. (1998). / Transnationalism in California and Mexico at the end of the empire. Border Identities: Nation and State.
  28. Levitt, P. (2001). / The transnational villagers. Berkeley: University of California Press.
  29. Machado-Casas, M. (2006). / Narrating education of new indigenous/Latino transnational communities in the South. Unpublished dissertation. Chapel Hill: University of North Carolina at Chapel Hill.
  30. Machado-Casas, M. (2009). The politics of organic phylogeny: The art of parenting and surviving as transnational multilingual Latino indigenous immigrants in the us. / High School Journal, / 92(4), 82-9. CrossRef
  31. Machado-Casas, M., & Flores, B. (2010). Multilingualism as everyday social practice in Latino indigenous immigrant communities. In B. Flores, E. Clark, & R. Henandez Sheets (Eds.), / Educar para Transforma: Teacher preparation for bilingual student populations. NY Routedge: Taylor and Francis, Inc.
  32. Massey, D. (1991). The social organization of Mexican migration to the United States. In N. R. Yetman (Ed.), / Majority and minority. The dynamics of race and ethnicity in American life (5th edn., pp. 469-76). Boston: Allyn & Bacon.
  33. Massey, D., Alarcon, R., Durand, J., & Gonzalez, H. (1987). / Return to Aztlan. The social process of international migration from Western Mexico. Berkeley & Los Angeles: University of California Press.
  34. Merriam, S. B. (1998). / Qualitative research and case study: Applications in education. San Francisco: Jossey-Bass Publishers.
  35. Ong, A. (1999). / Flexible citizenship: The cultural logics of transnationality (pp. 1-6). Durham: Duke UP.
  36. Passel, J. S., & Suro, R. (2005). / Rise, peak, and decline: Trends in U.S. immigration 1992-004. Washington, DC: Pew Hispanic Center.
  37. Portes, A., & Rumbaut, R. G. (2001). / Legacies: The store of the immigrant second generation. New York, NY: Russell Sage Foundation.
  38. Rivera-Salgado, G. (1999). / Migration and political activism: Mexican transnational indigenous communities in a comparative perspective. PhD Dissertation, Santa Cruz, University of California, Santa Cruz.
  39. Rouse, R. (1992). Making sense of settlement: Class formation, cultural struggle and transnationalism among Mexican migrants in the United States. / New York Academy of Sciences, (64), 25-2.
  40. Rouse, R. (1996). Mexican migration and the social space of postmodernism. In D. G. Gutierrez (Ed.), / Between two worlds: Mexican in the United States (pp. 247-63). Wilmington, DE: Scholarly Resources.
  41. Sánchez, P. (2007). Cultural authenticity and transnational Latina youth: Constructing a metanarrative across borders. / Linguistics and Education, 18.3-8.4, 258-82.
  42. Sánchez, P. (2008). Coming of age across borders: Family, gender, and place in the lives of second-generation transnational mexicanas. In R. Márquez & H. Romo (Eds.), / Transformations of la familia on the U.S.-México border (pp. 185-08). Notre Dame, IN: Notre Dame Press.
  43. Sánchez, P., & Machado-Casas, M. (2009). Introduction: At the intersection of transnationalism, Latina/o Immigrants, and education. / High School Journal, / 92(4), 3-5. CrossRef
  44. Scott, J. (1990). / Domination and the arts of resistance: Hidden Transcripts. New Haven: Yale University Press.
  45. Stephen, L. (2007). / Transborder lives: Indigenous Oaxacans in Mexico, California, and Oregon. Durham and London: Duke University Press.
  46. Trueba, E. (2004). / The New Americans: Immigrants and transnationals at work. New York: Rowman & Littlefield Publishers Inc.
  47. Urrieta, L. Jr. (2009). / Fighting from Within! Chicana and Chicano Educators in U.S. Schools. Tucson: University of Arizona Press.
  48. Valdés, G. (1996). / Con Respeto. Bridging the distance between culturally diverse families and schools. New York: Teachers College Press.
  49. Vasquez, V. (2009). / Negotiating critical Literacies with young children: Kindle edition (184 p.) / . Mahwah, New Jersey: Routledge-LEA.
  50. Vertovec, S. (1999). Conceiving and researching transnationalism. / Ethnic and Racial Studies, 22, 2.
  51. Wolf, D. L. (2002). There is no place like “home- Emotional transnationalism and the struggle of 2nd generation Filipinos. In P. Levitt & M. Waters (Eds.), / The changing face of home: The transnational lives of the second generation (pp. 255-94). New York: Russell Sage Foundation.
  52. Zabin, C., Kearney, M., Garcias, A., Runsten, D., & Nagengast, C. (1993). / Mixtec migrants in California agriculture: A new cycle of poverty. Davis: California Institute for Rural Studies.
  53. Zentella, A. C. (1997). / Growing up Bilingual: Puerto Rican children in New York. Malden, MA: Blackwell Publishers.
  54. Zentella, A. C. (Ed.). (2005). / Building on strength: Language and literacy in Latino families and communities. New York: Teachers College Press.
  
• 作者单位：Margarita Machado-Casas (1)
  
  1. Department of Bicultural-Bilingual Studies, UTSA-The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX, 78249, USA
  
• ISSN：1573-1960

文摘

Based on a 3-year qualitative research study that took place in a new immigrant-receiving community in North Carolina, the manuscript examines the implications of transnational cultural and sociolinguistic patterns of multilingual indigenous Latino immigrants (ILIs), and its effects on their survival in the US. Utilizing narrative analysis, it explores how Mexican, Salvadoran, and Guatemalan immigrants of indigenous backgrounds use survival strategies of the Pedagogy of the Chameleon to move across multiple identities, both to maintain their cultures and to survive as immigrants in the United States. This manuscript explores the ways ILIs use strategies and skills passed through strong social networks to move in and out of transnational social spaces. In addition, it raises questions about the ways multilingualism affects border mobility and transnationality as well as how undocumented families use multilingualism as a transnational bridge to facilitate their survival in a hostile US environment, the community, and in schools.