Applying Anzalduan Frameworks to Understand Transnational Youth Identities

Foreword
Angela Valenzuela

Introduction: When the Bridge Could Build Itself--Without Permission--Through Mexican-Origin Transnational Youth
G. Sue Kasun and Irasema Mora-Pablo

Part 1: Resistance, Language, and Identity Among Mexican-Origin Transnational Youth




Travesia and Resistance Across Borders. Achieving Nepantilism? Nelly Paulina Trejo Guzman

Nepantla as Resistance for Transnational Youth in Northern MexicoSandra Candel

Nations Within Nations: The Heterogeneity of Mexican Transnationals of Indigenous Descent From Anzalduan LensesDavid Martinez-Prieto
Part 2: Formal Schooling and Transnationalism From an Anzalduan Lens


Navigating Multiple Fronteras: The Transnational Experiences of Latina Second-Generation Immigrant College StudentsJaneth Martinez-Cortes

Language as Boundary, Language as Bridge: The Linguistic Paths of Children of Return Migrants in Mexican Schools as Reported by AdultsKathleen Tacelosky
Part 3: Theorizing Transnationalism with Anzaldua


Double Mestiza Consciousness: Aqui y AllaColette Despagne and Monica Jacobo-Suarez

It's All Gone South! Applying Anzalduan Frameworks to Metonymy, Metaphor, and Mythologies to Understand the Language about Transnational YouthSteve Przymus and Jose Omar Serna Gutierrez

Malinche's Move from Traitor to Survivor: Recasting Mexico's First Indigenous Woman to Reframe Mexican Origin Transnationals Returning HomeG. Sue Kasun and Irasema Mora-Pablo

Conclusion: Expanding Transnational Bridges for a World Where Many Worlds Fit
Irasema Mora-Pablo and G. Sue Kasun

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• Política e governo
• Escolas
• A educação multicultural
• Sociologia
• Sociolinguística
• Bilinguismo e multilinguismo
• Propósito moral e social da educação
• As questões sociais e processos
• Sociolinguística
• Estudos cultirais

Transnational Youth;Gloria Anzaldua;Mexican Origin Youth;Transnationalism;Mestiza Consciousness;Bridging;Anzaldua;Bridge-building;United States;Border studies;Transnational Students;Mexican-origin Youth;Otra;US-Mexican border;La Malinche;Transnational identities;Lado;Youth identities;Mexican Transnationals;Identity construction;Mexican Schools;Common Language;Indigenous youth;HSI;Indigeneity;Elt;Cultural Heritage;Indigenous Transnationals;Heritage language;Conceptual Metonymy;Bilingualism;La Resistencia;Language practices;Mexican Geography;Spanish Language;Latina Students;Semiological Chain;Mesoamerican Nations;Coatlicue State;Aztec Empire;La Frontera