Letters to Our Children: Narrating Legacies of Love,Dissent, and Possibility

Drawing from Cervantes-Soon’s (2012) framework of testimonios as confessions, counter-narratives, and consejos, we explore how writing letters to our children serves as a process of historical documentation, healing, and a passing down of social justice principles and family history. Additionally, we expand on Cervantes-Soon’s framework by utilizing testimonios as a process by which to affirm intergenerational memory. Finally, connections are made to the potential role of letter writing as an important pedagogical tool.     

Advancing Testimonio Traditions in Educational Research: A Synoptic Rendering

Through our understanding of decolonizing Hispanophone curriculum, our synoptic rendering seeks to better situate US-based research on testimonio within Latin American literary traditions. Specifically, we provide a synoptic rendering that outlines the testimonio tradition’s literary criticism and an analysis of key testimonio texts. Of particular emphasis in our analysis, we provide representations from Latin American testimonio traditions’ sociological, journalistic, fictionalized, and poetic dimensions. Our synoptic rendering concludes with implications for the advancement of testimonio traditions in education research with emphasis on testimonio resources for Latin@ graduate students.     

Semi-Cosmopolitan Transnational Students: The Identity Work of Transnational Students at an Elite Dominican School

The Dominican Republic has a substantial history of transnational movement to the US that affects more than one generation of transnationals, whose lives, as described by Smith (1994), are ‘neither “here” nor “there” but at one both “here” and “there”’(p. 17). While the Dominican transnational narrative has often been described as transnationalism from below (Smith and Guarnizo, 1998), the following case studies of transnational, but relatively privileged, youth require rethinking that framework. Participants describe a semi-cosmopolitan identity that has been shaped by their comparative experiences in more than one locale.     

The multiple roles of chosen familia: exploring the interconnections of queer Latino men’s community cultural wealth

This study contributes to the literature on college students with multiple marginalized identities by investigating the experiences of queer Latino men as they created familial relationships during their time in college. Data from The National Study on Latino Male Achievement in Higher Education was used to elucidate how queer Latino men’s chosen family members fostered the community cultural wealth that helps them succeed at selective institutions. In addition to providing emotional and social support, chosen familia bolstered queer Latino college men’s navigational, aspirational, and resistant capital. By centering the stories of these participants using a narrative inquiry approach, this study offers important implications for staff and faculty at selective institutions as they seek to increase queer Latino men’s success in college.     

Reconstructing culture: the promises and challenges as articulated by Latino/a youth

This qualitative study examines how a group of Latino/a high school students living in the Southeast used youth media as a forum to promote a selective pattern of acculturation. The study explores the ways in which the students’ discourse emphasised the maintenance of the students’ home culture and privileged familismo, a cultural construct that holds the needs of the family above the needs of the individual. The doubly precarious issue of gender and biculturalism is examined, and found to be problematic for the female participants who personally struggled with a patriarchal family structure, yet publically promoted family loyalty and respect. The study highlights the female participants’ challenges and the importance of providing a space to examine these challenges.     

Current Sociopolitical,Sociocultural, and Sociolinguistic Issues of Latino Immigrants in Julia Álvarez’s Novel How the García Girls Lost Their Accents

The sociopolitical, sociocultural, and sociolinguistic issues many Latino immigrants face as they embark on the process of adjusting to American society have been depicted by many Hispanic American writers in the United States. Julia Álvarez’s How the García Girls Lost Their Accents attempts to raise awareness of these issues through the lives of 4 Dominican sisters who immigrated to the United States in the mid-1950s. In light of Álvarez’s novel, this essay seeks to illustrate how many young Latino immigrants currently strive to fit into American society and struggle to achieve success in a linguistically and culturally foreign environment.     

Father Psycho-education Program for Developing Interaction with Children: Disability Program Development

ABSTRACT

The aim of this study was to indicate the effect of fathers’ psycho-education program on their interaction with their children. The participants of the study consisted of 10 fathers in experimental group and 9 fathers in the control group. Mixed research design was carried out. Quantitative data were collected using Personal Information Form, Child–Parent Relationship Scale and Father Involvement Scale. Semi-structured interview form consisting of open-ended questions was used. The fathers were trained for an eight-week period one week after the study group was provided with Fathers’ Interview Form as a pre-test. One week after the study was completed the same test was applied to fathers as the last test. The data obtained from the study were analysed using Non-Parametric Wilcoxon Signed Ranks Test. The findings indicated that the training given to fathers increased their interaction with their children. The scores of fathers in the experimental group from the ‘Father Involvement Scale’ were significantly higher than those in the control group. The evaluation of the semi-structured interview questions in the qualitative part of the study, the responsibilities and roles of fathers in raising children altered after their involvement in the fathers’ psychoeducation program. This study proposes disability programand inclusion.     

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

This study investigates the learning and work of a community of practice that engaged in a specific inquiry around family/community literacy and the development of a culture of caring that would connect family/community/school literacies in ways that allowed their mostly Latino/a students to develop positive student identities, enhanced personal connections to their peers, and stronger experiential responses to literacy instruction.     

Connecting Soccer to Middle School Science: Latino Students’ Passion in Learning

Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We found that soccer, a passion for several Latino students, can be used as a cultural tool for science teachers to support the emerging bilingual students’ learning process. Implications for educators and researchers considering ways of integrating diverse students’ cultural practices and passions with culturally sustaining pedagogies for science teaching and learning are discussed.     

从“恋母”到“寻父”——论卢梭写作的文化心理逻辑

从心理分析的角度来看,让-雅克·卢梭的写作逻辑可以表述为,以非异化的母性文化作为想象性的本源参照,通过“怀乡症”式的结构性记忆与失忆建构象征秩序（理想之父）,从而确立批判主流社会文化的双重依据。本文在对卢梭不同时期的各类文本及其生命经验的整合中具体展现了上述逻辑。