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dc.contributor.advisorUrrieta, Luisen
dc.creatorKasun, Gail Sueen
dc.date.accessioned2012-07-05T21:08:49Zen
dc.date.available2012-07-05T21:08:49Zen
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5174en
dc.descriptiontexten
dc.description.abstractTransnational Mexican-origin Families is a qualitative study of four working class, Mexican-origin families who resided in the metropolitan Washington, D.C. region and who also made return visits to Mexico at least every two years. Through critical ethnographic case studies, the researcher worked with the families for over two years in multi-sited ethnography, with locations in the U.S. and Mexico. The dissertation examines the following question: What are the ways of knowing of Mexican-origin transnational students and their families in the Washington, D.C. area, and how do these transnational families experience their ways of knowing regarding education in formal schooling contexts? Using transnational theory and Gloria Anzaldúa’s theory of conocimiento, or knowing, this study shows how transnational families’ ways of knowing are situated in three mutually-constituted domains. They are: 1) chained knowing, including the ways participants are chained to the Mexican-U.S. border and to their communities in Mexico and the U.S., 2) sobrevivencia or survivalist knowing, in terms of how the families both survive and thrive, highlighting what I call their “underdog mentality” as well as the matters of life and death on both sides of the border, and 3) Nepantlera knowing, or an in-between knowing, which allows for attempts at bridge buildings and creation of Third Spaces. In regards to schooling, the transnational aspects of these families’ lives remained hidden, despite the students’ eagerness to share about their transnationalism. Schools tended to respond to their transnational families along the “continuum of the comfortable,” or a line where schools increased their outreach to these families only moderately and only along their terms. The intention of this research is to disrupt assimilationist discourses about immigrants, particularly in light of the need to be able to navigate an increasingly globalized world. Preliminary findings suggest the need to begin to reframe immigrants as transnational, value their language heritages, disrupt the comfort of educators in their outreach to transnational families, and for educators, in particular, to learn to do the work of border crossing in their outreach to transnational families.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectTransnationalismen
dc.subjectWays of knowingen
dc.subjectImmigrationen
dc.subjectMexicansen
dc.subjectBiculturalismen
dc.subjectBilingualismen
dc.subjectEpistemologyen
dc.titleTransnational Mexican-origin families : ways of knowing and implications for schoolingen
dc.date.updated2012-07-05T21:09:02Zen
dc.identifier.slug2152/ETD-UT-2012-05-5174en
dc.contributor.committeeMemberDe Lissovoy, Noahen
dc.contributor.committeeMemberFoley, Douglas E.en
dc.contributor.committeeMemberSánchez, Patriciaen
dc.contributor.committeeMemberValenzuela, Angelaen
dc.description.departmentCurriculum and Instructionen
dc.type.genrethesisen
thesis.degree.departmentCurriculum and Instructionen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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