Cover

pdf iconDownload PDF
 

Title Page, Copyright Page

pdf iconDownload PDF

pp. i-vi

Contents

pdf iconDownload PDF

pp. vii-viii

read more

Acknowledgments

pdf iconDownload PDF

pp. ix-xii

My deep thanks first and foremost go to Anne-Marie Hall, who believed in this project from the beginning, as well as to several other friends and mentors at the University of Arizona: Amy Kimme Hea, Rachel Lewis Ketai, Adela Licona, Stephanie Merz, Laurie Morrison, and Star Medzarian Vanguri....

read more

Introduction: “So You Can Buy a Taco over the Internet”

pdf iconDownload PDF

pp. 1-18

Jacqueline is the hope of her family. A bright, driven young woman who aspires to be the first in her family to attend college, she represents two prior generations’ investments in education: her grandmother’s strain to scrounge together enough money for basic school supplies, and her mother’s truncated career, cut short by an unplanned pregnancy during her sophomore year of high school. These challenges aside, Jacqueline’s family, which hails from a...

read more

1. Crisis and Contract: A Rhetorical Approach to Transnational Literacies

pdf iconDownload PDF

pp. 19-40

On the morning of March 10, 2010, downtown Chicago’s Federal Plaza filled with more than a thousand demonstrators who had come to protest the U.S. government’s ongoing failure to make progress on the DREAM Act,4 a long-standing legislative proposal targeted at educational access for immigrant youth. As a focal point for the event, eight young men and women stood up and publicly proclaimed their status: undocumented. Not having been...

read more

2. “Aren’t You Scared?”: The Changing Face of Oppression in Rural, Migrant-Sending Mexico

pdf iconDownload PDF

pp. 41-60

Aren’t you scared?
This was the most common phrase that I heard from community members in Villachuato, not only during my initial weeks in the town but throughout the ten months I spent there. “A big house like that,” people would say to me. “And you’re all alone there. Aren’t you scared?”...

read more

3. “They Make a Lot of Sacrifices”: Foundational Rhetorics of the Mexican Education System

pdf iconDownload PDF

pp. 61-87

In fall 2007, the new seventh grade language arts textbook that arrived in Villachuato featured a smiling teenager playing on his laptop. In the background, other children listened to music, read a variety of books, and worked on computers. At the time, regular phone service had existed in Villachuato for less than a decade, and internet was almost completely inaccessible. Home computers were extremely rare, and only a third of middle school students...

read more

4. “They Didn’t Tell Me Anything”: Community Literacy and Resistance in Rural Mexico

pdf iconDownload PDF

pp. 88-111

Once a year, just before Easter, the otherwise quiet town of Villachuato comes alive. During the preceding weeks, streets and homes begin to fill with extra cars—their license plates from Iowa, Minnesota, California, Nebraska—and family members. As relatives from the United States flood into the town, English adds itself to the cadence of daily life, and children compare notes with their cousins about life “on the other side.” Toward the center of town, the...

read more

5. “So You Don’t Get Tricked”: Counternarratives of Literacy in a Mexican Town

pdf iconDownload PDF

pp. 112-128

The library in Puruándiro (figure 5.1) is a one-room collection of books, computers, and children’s theatrical materials. Although the five computer stations boast free internet access and large, flat-screen monitors, the book collection itself is modest, comprised of eight or ten thinly populated shelves, ranging in material from religious studies, to science, to literature. Stopping by for archival materials, I was offered five books: the full extent of historical material available about Puruándiro and other municipalities in the...

read more

6. “Like Going from Black and White to Color”: Mexican Students’ Experiences in U.S. Schools

pdf iconDownload PDF

pp. 129-150

Despite good intentions—so clear to me from the passionate tone of her interview—the response of Marshalltown teacher Sharon Kuntz to her trip to Villachuato in 2003 was tempered by a sense of lack. Not what was there so much as what was not: a lack of resources, resulting in outdated pedagogical practices. Similarly, Gaby, another Marshalltown teacher who recently visited schools in Villachuato and surrounding areas18 reported that, “It was very...

read more

Conclusion

pdf iconDownload PDF

pp. 151-164

This study opened with a consideration of the experiences of students who migrate from Mexico to the United States—and sometimes back again. In a context that is becoming not just binational but transnational (Waldinger, 2011), these young people experience literacy in ways that merit attention both because such experiences influence students’ life outcomes and because they demonstrate how literacy itself is changing in an increasingly...

Appendix / Interview Questions

pdf iconDownload PDF

pp. 165-170

Notes

pdf iconDownload PDF

pp. 171-174

References

pdf iconDownload PDF

pp. 175-186

Index

pdf iconDownload PDF

pp. 187-195

Author Biography

pdf iconDownload PDF

pp. 196-196

Back Cover

pdf iconDownload PDF