Fostering Conocimiento: Documenting Institutional Resistance to Migrant Student Education in New England

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Navigating Transition to and Through Higher Education for Latina/o/x Students (Table 16)

Abstract

This scholarly personal narrative highlights my engagement with a Latinx migrant farmworker family for understanding experiences that have shaped my interest in migrant student education and curriculum studies. The findings of this study reveal three major forms of institutional resistance to migrant student education. Thus, campesino histories, I posit, require examination in schools of education, especially since their missions include preparing future professionals to work across a range of communities and institutions. Historically, migrant families have contributed to the well-being of the nation. These histories, however, remain understudied and undertheorized in the education curriculum. In a society in which migrant families increasingly confront structural injustice, including in educational institutions, knowledge of campesinos can help foster conocimiento (compassionate awareness) (Anzaldúa, 2002).

Author

• Annette Beauchamp, University of Minnesota