Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth.
Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers' identities formed within...
| Publicado en: | Anthropology & Education Quarterly Vol. 55; no. 1; pp. 65 - 84 |
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| Formato: | Artículo |
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Wiley-Blackwell
Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=175670453&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 175670453 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: Y pubinfo: dt: Mar2024 vid: 55 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 175670453 10.1111/aeq.12465 ppf: 65 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 404KB tig: atl: Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth. aug: au: O'Donnell, Jennifer Lee affil: College of Education, Texas State University, San Marcos Texas, , USA su: Mexican-American Border Region Educators Teachers Border crossing Education Ethnology Violence Borderlands sug: subj: Educators Teachers Border crossing Education Ethnology Violence Mexican-American Border Region All Other Miscellaneous Schools and Instruction Educational Support Services Administration of Education Programs Borderlands keyword: colonial violence teacher identity transborder students United States–Mexico border walking ethnography colonial violence teacher identity transborder students United States–Mexico border walking ethnography ab: Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers' identities formed within distinct sociocultural contexts like the Borderlands and how this can serve education institutions invested in teacher identity work. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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