"Nací Allá": Meanings of US Citizenship for Young Children of Return Migrants to Mexico

Autor/inn/en	Dreby, Joanna; Gallo, Sarah; Silveira, Florencia; Adams-Corral, Melissa
Titel	"Nací Allá": Meanings of US Citizenship for Young Children of Return Migrants to Mexico
Quelle	In: Harvard Educational Review, 90 (2020) 4, S.573-597 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Citizenship; Mexican Americans; Children; Early Adolescents; Immigration; Social Influences; Access to Education; Power Structure; Social Bias; Foreign Countries; Elementary School Students; Rural Schools; Student Attitudes; Social Attitudes; Cultural Differences; United States; Mexico + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Hispanoamerikaner; Child; Kind; Kinder; Sozialer Einfluss; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Social attidude; Soziale Einstellung; Kultureller Unterschied; USA; Mexiko
Abstract	In this essay, Joanna Dreby, Sarah Gallo, Florencia Silveira, and Melissa Adams-Corral use a transnational frame to explore the meanings of US citizenship for binational children and its importance to experiences of belonging. Drawing on interviews with children ages six to fourteen living with their Mexican-born parents in rural Puebla, their analysis shows that children view US citizenship as signaling their social location in a historically based migratory system and that the meaning of this social location on children's daily lives differs given their transnational experiences, specifically the extent of US schooling they received. Migration thus engenders understanding of power and privilege among young children and influences how they negotiate among their peers. The authors argue that young children may exhibit "critical postures" arising from their migratory experiences. They conclude that schools on both sides of the border can view migrant children's experiences and critical perspectives as assets that may provide more flexible spaces for learning and belonging. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01