Drawing from an ethnographic study with mixed-status siblings who relocated from the United States to Mexico, I argue that access to U.S. papers continues to shape young people's educational lives beyond U.S. borders. Findings illustrate how U.S. passport privileges as well as young people's crossing of national, institutional, and linguistic…

Drawing from an ethnographic study with U.S.-born children who had relocated to their parents' hometowns in Mexico, we engaged transborder and dis/ability critical race studies (DisCrit) frameworks to understand the compounding, deterritorialized ways undocumentedness and dis/ability shape educational experiences across borders. In this article,…

Background/Context: This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students' experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study: Drawing on a politicized…

Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices…

This article draws from an ethnography on Mexican immigrant fathers and their children to examine humor in immigration narratives as acts of resistance. The analysis focuses on the devices employed by a father and daughter during their everyday talk and co-narration of an incident with police officers. Findings illustrate how the form and content…

In this article a group of seven Latina/o immigrants, parents, advocates, and ethnographers draw on critical race theory to explore what it means to co-present on, and engage in, difficult conversations about immigration and documentation status. We theorize how, through critical collaboration motivated by our joint presentation, we co-constructed…

Drawing primarily on interview data from a 5-year ethnography on the school experiences of Mexican immigrant children in a New Latino Diaspora community, we explore how their teachers understood and responded to increasing deportation-based immigration practices affecting children's lives. We illustrate how teachers fell along a continuum…

This article investigates children's elementary school experiences, exploring how they become autonomous, rational individuals--the type of person envisioned in the European Enlightenment and generally imagined as the outcome of Western schooling. Drawing on ethnographic research that followed one cohort of Latinx children across five years, we…

In this article, Sarah Gallo and Holly Link draw on a five-year ethnographic study of Latina/o immigrant children and their elementary schooling to examine the complexities of how children, teachers, and families in a Pennsylvania town navigate learning within a context of unprecedented deportations. Gallo and Link focus on the experiences and…

Drawing from an ethnographic study on Mexican immigrant fathers and their second-grade children, this article examines the masked realities behind current immigration policies that equate "illegal" with "Mexican immigrant" and how the enforcement of these policies, which overwhelmingly target Mexican immigrant men, affect…

This article explores how language ideologies--beliefs about immigrant students' language use--carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students' language use during routine schooling practices, and…

Latino students' educational success is central to America's prosperity--in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years…