Guest Lecture with Dr. Ariana Mangual Figueroa
Knowing Silence: How Children Talk about Immigration Status in School
Talk Summary
Revealing the complex ways young people understand and negotiate immigration status and its impact on their lives, Ariana Mangual Figueroa observes when and how six Latina students from mixed-immigration-status families choose to talk about citizenship. She models new ways to collaborate with educators, children, and families, ultimately offering a crucial framework for understanding citizenship in the contemporary classroom. Click here to register!
Speaker Bio
Ariana Mangual Figueroa draws from language socialization and linguistic anthropology to examine language use and learning in Latinx communities in the United States. Her ethnographic research seeks to understand how the lives of children and adults in mixed-status families are shaped by citizenship status and schooling practices during everyday, routine interactions. Her work has appeared in Anthropology & Education Quarterly, Language Policy, and the American Educational Research Journal. She is currently a co-principal Investigator of two longitudinal research projects: the first is called the "Putting Immigration and Education into Conversation Everyday" (PIECE) Research Project funded by the W.T. Grant Foundation, and the second is the City University of New York-Initiative on Immigration and Education (CUNY-IIE, see http://www.cuny-iie.org). Before obtaining her Ph.D., she taught English as a Second Language and Spanish in the Bronx and Brooklyn public schools.
Fall Writing Social
Come and join us for some structured writing time. Connect with other students and faculty while we support each other and write in community.
Register here: https://forms.gle/FuKTrDvdPyfNaZ6y8
Exploring Equity and Methodological Advancements to Transform Academic Discourse Teaching and Research Conference
Two days of papers and commentary bringing together researchers and practitioners across the prek-16+ educational spectrum with a range of epistemologies and methodological approaches to address social, linguistic, and racial equity and the “gate-keeping” role of language as it functions in classrooms and academic accountability testing.
Graduate Hour & Guest Lecture with Dr. Jonathan Rosas
Graduate Hour & Guest Lecture with Jonathan Rosa, Ph.D. A co-sponsored talk by the Anthropology Department Discourse Lab and the Language, Literacy, and Learning Collaborative (LLLC) in the School of Education and Information Studies.
Jonathan Rosa is an Associate Professor in the Graduate School of Education, Center for Comparative Studies in Race and Ethnicity, and, by courtesy, Departments of Anthropology, Linguistics, and Comparative Literature at Stanford University. Dr. Rosa is also the Director of Stanford’s Program in Chicanx-Latinx Studies and Co-Director of the Center for Global Ethnography. His research examines the co-naturalization of language and race as critical features of modern governance. Specifically, he tracks colonially structured interrelations among racial marginalization, linguistic stigmatization, and institutional inequity. Dr. Rosa collaborates with local communities to investigate these phenomena, develop tools for understanding, and challenge the forms of disparity to which they correspond.
Graduate Hour & Guest Lecture with Dr. Cati de los Ríos
"Musicxs, Corridistas, Folkloristas: Learning from Youth Expressive Practitioners of the Everyday"
Cati V. de los Ríos, Associate Professor of Adolescent Literacy and Bi/Multilingual Education
Anthropologists and folklorists have long contended that expressive culture—including sermons, blues, poetry, music, dance, art, theatre, among others—can provide an analytic that allows for dynamic investigation into the style and expression of people’s everyday lives (Hurston, 1935; Limón, 2012; Nájera-Ramírez, 1989; Paredes, 1958). Cultural expressivity indexes identities, space, and time, and can adorn the body with gestures and artifacts to tell important stories (Nájera-Ramírez et al., 2009). This talk focuses on the cultural expressivity and critical translingual literacy of bilingual and emergent bilingual youth who are critical consumers, readers, orators, writers and/or performers of Mexican Regional Music. Learning from the expressive practices of immigrant-origin bi/multilingual youth can point us to rich—and often invisibilized—moments of transnational and translingual literacy, language, and identity development.