Bejarano, Cynthia L., 2007 ¿Qué onda?: Urban Youth Culture and Border Identity. Tucson : University of Arizona Press (original) (raw)
Related papers
Migration and Language Education, 2023
This narrative case study examines the cultural affiliations of one transnational US-born Mexican American college student, and her various intersecting veins of identity. The aim was to capture the bordered existence in the many criteria of her being. Her linguistic identity, pop culture identity, spiritual identity, as well as her general cultural affiliations are examined as intersecting rays of influence. Utilizing Anzaldúa's (2012) bordered identity as theoretical grounding for her partitioned selves, along with Bakhtin's (1986) notion of cultural and linguistic dialogue, we analyzed the complexities in this one bicultural, bilingual young woman venturing into adulthood. This study sheds light on the experiences and identifications of transnational young people living on the US-Mexico border. In particular, the participant seemed to continuously challenge fixed notions of identity, which contest current academic labels and frameworks that scholars have used to examine the identity of transnational students.
"The Border Crossed Us": Rhetorics of Borders, Citizenship, and Latina/o Identity
2014
The Border Crossed Us explores efforts to restrict and expand notions of US citizenship as they relate specifically to the US-Mexico border and Latina/o identity. Borders and citizenship go hand in hand. Borders define a nation as a territorial entity and create the parameters for national belonging. But the relationship between borders and citizenship breeds perpetual anxiety over the purported sanctity of the border, the security of a nation, and the integrity of civic identity. In The Border Crossed Us, Josue David Cisneros addresses these themes as they relate to the US-Mexico border, arguing that issues ranging from the Mexican-American War of 1846–1848 to contemporary debates about Latina/o immigration and border security are negotiated rhetorically through public discourse. He explores these rhetorical battles through case studies of specific Latina/o struggles for civil rights and citizenship, including debates about Mexican American citizenship in the 1849 California Constitutional Convention, 1960s Chicana/o civil rights movements, and modern-day immigrant activism. Cisneros posits that borders—both geographic and civic—have crossed and recrossed Latina/o communities throughout history (the book’s title derives from the popular activist chant, “We didn’t cross the border; the border crossed us!”) and that Latina/os in the United States have long contributed to, struggled with, and sought to cross or challenge the borders of belonging, including race, culture, language, and gender. The Border Crossed Us illuminates the enduring significance and evolution of US borders and citizenship, and provides programmatic and theoretical suggestions for the continued study of these critical issues.
Relano Pastor, Ana Maria On border identities. 'transfronterizo' students in San Diego
This contribution focuses on transfronterizo students, who cross the Tijuana-San Diego border to attend private and public schools in San Diego (California). It analyzes how transfronterizo students construct their identity in daily interactions with Mexican and Anglo students at San Diegan schools. Transfronterizo students not only shape their social identities by ‘the crossing experience’, but also by the multiple interactions with diverse social networks on campus (e.g. trolos, sociales, fresas, cholos, nacos, pochos, chicanos, Mexicanos, Mexicano Americanos, Tijuanenses, and Mexicanos from the rancho, among others). Based on the transcriptions of 40 individually tape recorded interviews with border-crossing students collected by researchers from the Transfronterizo team, the paper documents the emergence of a transforming border identity that challenges exclusive ethnic and cultural identifications with either Mexican or Mexican-descent groups on the Southwest border of the United States.
Frontera Norte, 2014
This article analyzes the effects of the Mexico-United States geopolitical border in social and cultural differentiation, using the crossing experience as the analytical core. Based in 60 life histories of residents of the Mexico-USA border region, a typology of life experiences structured around border crossing is developed, including a wide range of life experiences, from those that involve never having crossed the border to those that are precisely the product of border crossing. The experienced border encompasses the subjectified experience of the region, integrating both the meaning of crossing and the structural elements that historically have defined the border: proximity, asymmetry, and interaction.
"I think I belong over there" Spatial, social, and linguistic (un)bordering by US citizens in Mexico
Language, Culture and Society , 2022
Experiences of belonging and unbelonging are constructed in multiple ways. Two young women share their stories of moving from north to south and their experiences of (un)belonging in the United States and Mexico. Analysis of the semi-structured interviews through interdisciplinary lenses highlights the contested nature of borders and the breaking down of preestablished categories. Beyond territorial borders, the experiences of these two US citizens of Mexican heritage reveal an ongoing negotiation of spatial, social and linguistic border spaces, blurring the distinctions between the two nationalities, multiple social groups, and the linguistic traditions to which they (choose to) belong. Different layers of identity and grounds for belonging intersect in the stories they tell. While family priorities and financial realities condition their choices and their mobility, the stories reveal agency and active (un)bordering on multiple scales, also exemplifying the potential of (un)bordering across academic disciplines.
To schedule appointment visit: https://c5vazque.youcanbook.me COURSE DESCRIPTION This course will examine historical and contemporary immigration policies in the U.S. and the northern hemisphere. We will explore how borders, specifically the U.S./Mexico border, mark, restricts and contains the movement of bodies, culture, and things. Centering a gendered, sexuality, and racial analysis-specifically a feminist and decolonial theoretical framework-we will uncover how political and economic policies are socially constructed within the nationstate and employed in various sites (inside and outside the U.S.). worldwide? How does gender and sexuality social constructions of the nation are enforced inside and outside of the nation? Note: This course syllabus is subject to change; the syllabus of record is kept updated and posted on Canvas. Remote Learning This course will be conducted in synchronous remote format. There will be an asynchronous option for students who cannot meet during our discussion time and will be graded accordingly. Please feel free to contact me with additional accommodations.