U.S. Latinos and education policy : research-based directions for change / edited by Pedro R. Portes, Spencer Salas, Patricia Baquedano-Lopez, and Paula J. Mellom. [print]

Section I: Policy Concerns about Praxis and Cultural Capital Preservation National Myopia, Latino Futures, and Educational Policy Pedro R. Portes and Spencer Salas Thinking through the Decolonial Turn in Research and Praxis: Advancing New Understandings of the Community-School Relation in Latina/o Parent Involvement Patricia Baquedano-Lopez, Sera J. Hernandez and Rebecca A. Alexander Cultivating a Cadre of Critically Conscious Teachers and "Taking this Country to a Totally New Place" / Angela Valenzuela and Patricia D. Lopez Section II: Children of Immigrants in Schools: Global and U.S. Policy Research Immigration and the American School System: The Second Generation at the Crossroads Alejandro Portes Divergent Paths to School Adaptation among Children of Immigrants: New Approaches and Insights to Existing Data Cecilia Rios-Aguilar, Manuel S. Gonzalez Canche, and Pedro R. Portes Recommendations from a Comparative Analysis of Educational Policies and Research for the Achievement of Latinos in the U. S. and Latin Americans in Spain towards Smarter Solutions Martha Montero-Sieburth and Lidia Cabrera Perez Development and its social, economic, and educational consequences: The case of the Zimapan Hydroelectric Project Sergio Quesada Aldana Transnational Mobility, Education and Subjectivity: Two Case Examples from Puerto Rico Sandra Soto-Santiago and Luis C. Moll Section III: A Closer Look at Families, Classroom Learning, and Identity Development Finding a Place: Migration and Education in Mixed-Status Families Ariana Mangual Figueroa Talking the Walk: Classroom Discourse Strategies that Foster Dynamic Interactions with Latina/o Elementary School English Learners Ruth Harman Changing the Pedagogical Culture of Schools with Latino English Learners: Re-culturing Instructional Leadership Noni Mendoza Reis and Barbara Flores Beyond Educational Standards? Latino Student Learning Agency and Identity in Context Richard P. Duran.

"With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education. Going beyond just exposing educational inequalities, this volume provides intelligent and pragmatic research-based policy directions and tools for change for U.S. Latino Education and other multicultural contexts. U.S. Latinos and Education Policy is organized round three themes: education as both product and process of social and historical events and practices; the experiences of young immigrants in schools in both U.S. and international settings and policy approaches to address their needs; and situated perspectives on learning among immigrant students across school, home, and community.With contributions from leading scholars, including Luis Moll, Eugene E. Garcia, Richard P. Duran, Sonia Nieto , Angela Valenzuela, Alejandro Portes and Barbara Flores, this volume enhances existing discussions by showcasing how researchers working both within and in collaboration with Latino communities have employed multiple analytic frameworks; illustrating how current scholarship and culturally oriented theory can serve equity-oriented practice; and, focusing attention on ethnicity in context and in relation to the interaction of developmental and cultural factors. The theoretical and methodological perspectives integrate praxis research from multiple disciplines and apply this research directly to policy"--

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