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The Latinization of Indigenous Students

Erasing Identity and Restricting Opportunity at School
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Based upon research in rural central Florida, The Latinization of Indigenous Students examines how schools perceive and process demographic information, including how those perceptions may erase Indigeneity and help or hinder resource access.Based on multiyear fieldwork, Campbell-Montalvo argues that languages and racial identities of Indigenous Latinx students and families may be re-formed by schools, erasing Indigeneity. However, programs such as the Federally-funded Migrant Education Program can foster equitable access by encouraging pedagogies that position teachers as cultural insiders or learners. Anchored by pertinent anthropological theories, this work advances our ability to name and explain pedagogical phenomena and their role in rectifying or reproducing colonialism among marginalized and minoritized groups.
Rebecca A. Campbell-Montalvo is postdoctoral research associate in the Department of Curriculum and Instruction in the Neag School of Education at the University of Connecticut.
Introduction: Family and Institutional Context in Recognizing and Serving Students Chapter 1: Historical and Current Social Forces Underpinning Latinization and School Resource Access Chapter 2: When Spanish "Dialects" are Really Different Languages: Understanding and Supporting Language Use in School Resource Access Chapter 3: Moving on from the Notion of Either Indigenous or Latinx, but Not Both: Consequential Construction and Treatment of Race/Ethnicity in School Chapter 4: The Migrant Education Program: A Better Source of Recognition and Resources for Indigenous Latinx Students Conclusion: Addressing Latinization and School Resource Access
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