Browsing by Author "Santamaría Graff, Cristina C."

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    ‘Build That Wall!’: manufacturing the enemy, yet again
    (Taylor & Francis, 2017) Santamaría Graff, Cristina C.
    The 2016 presidential campaign and the election of Donald Trump has amplified divisive anti-immigrant sentiment and has further positioned ‘Mexicans as enemy.’ Trump’s ‘Build That Wall!’ declarative has stoked nativist ire through manufactured narratives that rarely, if ever, consider the United States government’s role in the increase of undocumented immigrants residing in our country. In this essay, the author connects the current administration’s anti-immigrant, anti-Mexican proposals to historical legislation that, cloaked under the guise of ‘national security’ or a return to ‘American values,’ has aimed to maintain White hegemony. Additionally, the author examines anti-Mexican narratives that aim to criminalize Mexican immigrants’ behaviors to justify imperialistic and unjust policies that further serve dominant-White political elites and their constituents.
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    Journeys in Cultural Competency: Pre-Service U.S. Teachers in Mexico Study-Abroad Programs
    (Routledge, 2009) Santamaría, Lorri J.; Santamaría Graff, Cristina C.; Fletcher, Todd V.
    This study investigated pre-service and credentialed teachers at 2 universities in the Southwestern United States (N = 24), who participated in education-abroad programs in Mexico over 1 summer. This study examined the literature within a framework for developing cultural competence to describe and understand students' experiences. Following a discussion of research methodology, emergent themes are reported and discussed within the frameworks presented. The study concludes with a discussion of changes in teacher preparation programs required or recommended to improve academic achievement among English language learners of Mexican descent in U.S. schools.
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    Resistance and Resilience as Resource: Families’ Participation in Urban School Reform
    (Teachers College Press, 2014) Santamaría Graff, Cristina C.
    This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners. To strengthen relationships between research and practice, chapters are coauthored by a practitioner/researcher team and include a case study of an authentic urban reform situation. This volume will help practitioners, reformers, and researchers make use of emerging knowledge and culturally responsive pedagogy to implement reforms that are more congruent with the strengths and needs of urban education contexts.