After the American Dream: Immigrants finding New Opportunities in Mexico (original) (raw)
Related papers
Profile Issues in Teachers' Professional Development, 2013
This article has at its core the unraveling of factors that have influenced the identity of those who have been caught in between two worlds (Mexico and The United States) and whom will be called pre- and in-service returnees from now on. A qualitative approach was chosen in order to delve deep into the participants’ lived experiences through narrative inquiry which in turn aided in the discovery of the elements that have influenced their identity construction. The data suggest that those same elements have been crucial in the creation of a small culture among the participants at a teacher education program in teaching English to speakers of other languages at a Mexican university.
Youth Return Migration (US-Mexico): Students’ citizenship in Mexican schools.
Children and Youth Services Review, 2020
This paper explores how nineteen teenagers who, having been raised and educated in the United States and forced to return, adapt and participate to the Mexican school system. This work specifically analyzes their adaptation process in three Mexican public High Schools in the State of Puebla, and how they negotiate the process of participating within a Mexican school setting while negotiating their sense of belonging to the US and Mexico. In this study, we explore different ways in which return students enact their own bilingual and bicultural citizenship through their educational process in Mexico. To a greater extent, we try to convey the idea of looking at multiple forms of participating in, or outside, classrooms settings while constructing and maintaining their communicative repertoires as a way of reclaiming their citizenship in both countries, the US and Mexico.
Children and Youth Services Review, 2020
This paper explores how nineteen teenagers who, having been raised and educated in the United States and forced to return, adapt and participate to the Mexican school system. This work specifically analyzes their adaptation process in three Mexican public High Schools in the State of Puebla, and how they negotiate the process of participating within a Mexican school setting while negotiating their sense of belonging to the US and Mexico. In this study, we explore different ways in which return students enact their own bilingual and bicultural citizenship through their educational process in Mexico. To a greater extent, we try to convey the idea of looking at multiple forms of participating in, or outside, classrooms settings while constructing and maintaining their communicative repertoires as a way of reclaiming their citizenship in both countries, the US and Mexico.
Journal of Language and Politics. , 2022
This article examines Mexican return migrants belonging to the 1.5 generation of undocumented immigrants in the U.S. Our analysis disaggregates the notions that these return migrants have regarding "being Mexican" and speaking Spanish after spending most of their lives in the U.S. Building on critical citizenship theories (Isin 2008, 2009), specifically on the concepts of status, habitus, and acts, we analyze how these return migrants experience and build notions of citizenship in Mexico while they develop additional linguistic repertoires in Spanish and acquire basic knowledge of Mexican culture. Our findings suggest that return migrants go through various simultaneous learning processes to acquire Mexican habitus in Mexico even though they acquire formal citizenship. This learning process we argue occurs amidst multiple social, linguistic, and cultural tensions that trigger important acts of (linguistic) citizenship through which returnees found their own definition of what it means to be Mexican"
Going to a home you’ve never been to: The return migration of Mexican and American-Mexican children
2015
The paper has two goals. The first is to present the main quantitative findings drawn from four surveys we conducted in Nuevo León (2004, n=14,473), Zacatecas (2005, n=11,258), Puebla (2009, n=18,829) and Jalisco (2010, n=11,479) using representative samples of children aged 7 to 16. We classified children in the following categories: (a) children who are returnees (who were born in Mexico), (b) international migrant children (born in the U.S.), and (c) mononational Mexicans. Among the second group, we distinguish children who had school experiences in the U.S. and those younger transnationals who came to Mexico before enrolling in school. The second goal is consider these children’s cosmologies, revealed through interviews and survey responses, and to interpret the ways children explain their return migration from the United States to Mexico within the context of increasing voluntary and forced-return migration to Mexico. So data drawn from our mixed methods inquiry add younger voi...