Citizenship and education in the homework completion routine外文翻译.pdfVIP

Citizenship and Education in the Homework Completion Routine aeq_1131 263..280 ARIANA MANGUAL FIGUEROA Rutgers University This article draws from a 23-month ethnographic study of mixed-status Mexican families living in the New Latino Diaspora to examine how citizenship status impacts undocumented parents’ and children’s participation in everyday activities. Specifically, the analysis illustrates how mothers and sons in two families negotiate school and home definitions of citizenship during Homework Completion Routines. During this recurrent educational activity, family members socialized one another to identities that were inextricably linked to migratory status. [language socialization, citizenship, participation, homework, report cards] In the 1982 decision Plyler v. Doe, the U.S. Supreme Court struck down a Texas law withholding funds from schools that admitted “undocumented school-age children of Mexican origin residing within the School District.” The court concluded that the law violated the Equal Protection Clause of the Fourteenth Amendment. In the closing opinion, Justice Brennan wrote that the Texas law was “directed against children, and imposes its discriminatory burden on the basis of a legal characteristic over which children can have little control” (Plyler v. Doe, 457 U.S. 202 [1982]). The legacy of Plyler v. Doe has been contradictory: on the one hand, it protects the rights of undocumented children to an education; on the other hand, this educational access comes at the price of invisibility, as educators may not inquire as to the legal status of students and their families. The “don’t ask don’t tell policy” established after Plyler v. Doe has meant that educators and research- ers have comparatively little knowledge about the specific needs and experiences of undocumented students and