Harvard Educational Review
  1. Fall 2011 Issue »

    Toward a Pedagogy of Acompañamiento

    Mexican Migrant Youth Writing from the Underside of Modernity

    ENRIQUE SEPÚLVEDA III
    HER Fall 2011 SmIn this article, Enrique Sepúlveda draws on an array of theological, anthropological, and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of acompañamiento. Sepúlveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepúlveda merged critical literacy, poetry, and storytelling into a relational “pedagogy of the borderlands” through which the students could speak back to society and the educational institutions around them. Sepúlveda calls on educators of transmigrant students to find their own ways to acompañar students through the liminal spaces of schooling.

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    Enrique Sepúlveda iii is an assistant professor in the School of Education at Saint Joseph College in West Hartford, Connecticut. He is the son of Mexican migrant workers and in his early career worked as a bilingual teacher and school principal in the California central valley. He has conducted research projects in communities heavily affected by global migration in northern California and in San Salvador, El Salvador. His research examines the impact of global migration on schools, youth, and communities in both sending and receiving contexts. His research interests serve to illuminate the educational and cultural experiences and identity formations of migrant children and youth from Latin America and Latinos in the United States.
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    Fall 2011 Issue

    Abstracts

    Immigration, Youth, and Education
    Editors’ Introduction
    Soojin S. Oh and North Cooc
    The Power of Context
    State-Level Policies and Politics and the Educational Performance of the Children of Immigrants in the United States
    Alexandra Filindra, David Blanding, and Cynthia Garcia Coll
    Growing Up in the Shadows
    The Developmental Implications of Unauthorized Status
    Carola Suárez-Orozco, Hirokazu Yoshikawa, Robert T. Teranishi, and Marcelo M. Suárez-Orozco
    “Because We Feel the Pressure and We Also Feel the Support”
    Examining the Educational Success of Undocumented Immigrant Latina/o Students
    LAURA E. ENRIQUEZ
    Things I’ll Never Say
    Stories of Growing Up Undocumented in the United States
    INGRID HERNANDEZ, FERMÍN MENDOZA, MARIO LIO, JIRAYUT LATTHI, and CATHERINE EUSEBIO Educators for Fair Consideration
    Undocumented to Hyperdocumented
    A Jornada of Protection, Papers, and PhD Status
    AURORA CHANG
    Whose Deficit Is This Anyhow?
    Exploring Counter-Stories of Somali Bantu Refugees’ Experiences in “Doing School”
    LAURA A. ROY and KEVIN C. ROXAS
    Toward a Pedagogy of Acompañamiento
    Mexican Migrant Youth Writing from the Underside of Modernity
    ENRIQUE SEPÚLVEDA III
    Elementary Forms of Cosmopolitanism
    Blood, Birth, and Bodies in Immigrant New York City
    Maria Kromidas

    Book Notes

    Immigrants Raising Citizens
    Hirokazu Yoshikawa

    Balancing Acts
    Natasha K. Warikoo