Enrique T. Trueba – författare

The ethnographic experience is an indelible venture that continuously redefines one's life. Bringing together important cross-currents in the national debate on education, this book introduces the student or practitioner to the challenges, resources, and skills informing ethnographic research today. From the first chapter describing the cultural foundations of ethnographic research, by George Spindler, the book traces both traditional and new approaches to the study of schools and their communities. Emphasis on discourse, critical pedagogy, and ethnicity are among the many aspects of methodology and educational change emphasized by the contributors.

The New Americans describes the life of immigrants and transnationals in the Lower Rio Grande Valley where poverty is the 'training ground' for people's resilience and capacity to adapt to different social and economic settings. At the heart of their ability to survive and succeed is their ability to form a strong personal and ethnic identity that allows them to accommodate new life styles without losing their self-respect. Trueba shows how the resilience and diverse cultural experiences of transnationals and immigrants enable them to succeed in school and in their work and communities. Trueba articulates Paulo Freire's critical pedagogy with the sociohistorical school of psychology led by Vygotsky, theories that are complementary and enhanced by the analysis of instructional activities. The book is enriched by exercises suggested at the end of each chapter, by a glossary, and by questions for final examinations that permit instructors to measure student proficiency.

The New Americans describes the life of immigrants and transnationals in the Lower Rio Grande Valley where poverty is the 'training ground' for people's resilience and capacity to adapt to different social and economic settings. At the heart of their ability to survive and succeed is their ability to form a strong personal and ethnic identity that allows them to accommodate new life styles without losing their self-respect. Trueba shows how the resilience and diverse cultural experiences of transnationals and immigrants enable them to succeed in school and in their work and communities. Trueba articulates Paulo Freire's critical pedagogy with the sociohistorical school of psychology led by Vygotsky, theories that are complementary and enhanced by the analysis of instructional activities. The book is enriched by exercises suggested at the end of each chapter, by a glossary, and by questions for final examinations that permit instructors to measure student proficiency.

A stimulating comparative examination of the educational ramifications of cultural identity, with implications for public policy.The relationship between ethnic identity and power has important consequences in a modern world that is changing rapidly through global immigration trends. Studies of ethnic/racial conflict of ethnic identity and power become necessarily studies of political power, social status, school achievement, and allocation of resources. The recognition of power by an ethnic group, however, creates a competition for control and a rivalry for power over public arenas, such as schools.In this context this book provides interesting and important insights into the dilemmas faced by immigrants and members of ethnic groups, by school personnel, and by policy makers. The first part of the book consists of comparative studies of ethnic identity. The second part focuses directly on some of the lessons learned from social science research on ethnic identification and the critical study of equity, with its implications for pedagogy. An interdisciplinary group of scholars offers profoundly honest and stimulating accounts of their struggles to decipher self-identification processes in various political contexts, as well as their personal reflections on the study of ethnicity.A powerful message emerges that invites reflection about self-identification processes, and that allows a deeper understanding of the empowering consequences of a clear and strong personal, cultural, ethnic, and social identity. These pages offer a keen grasp of the undeniable political contexts of education.

This book elucidates the amazing life journeys of academically successful migrant students. Offering vivid case studies of successful students, this book helps teachers, education students, and researchers understand the factors that lead to success by minority language children. The authors develop the lessons of student success stories into recommendations for schools and for educational policy. Readers gain from this book the stories of real students, the challenges they faced, and the means by which students and schools may overcome language and cultural barriers to educational success.