Blanca Araujo
Biographic Data
| ID | 6555962 |
|---|---|
| NAME | Blanca Araujo |
| GIVEN NAMES | Blanca |
| FAMILY NAME | Araujo |
| SIGNATURE | ARAÚJO B |
| AFFILIATIONS | The University of Texas at El Paso |
| ORCID | 0000-0003-4517-6838 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The Hidden Histories of Social Studies
Learning about translanguaging in two bilingual teacher preparation programs
In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are pre…
Standardizing Latinx early childhood educators
The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized test…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Violence on the US–Mexico border and the capital students use in response
Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community’s cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also dis…
Transfronterizo literacies and content in a dual language classroom
The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juárez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are used for academic purposes, in particular in the context of learning narrative writing. We present th…
Knowledge From the Fields
Migrant farmworker students bring with them to schools a significant knowledge base that they acquire working in the fields alongside their families. These experiences can be valuable influences in their enrollment and completion of college. Using community cultural wealth, this article examines how a Latino migrant farmworker student used his cultural wealth to transition from high school to college and successfully complete his first year
Literacies crossing borders
Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA–Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describ…
The College Assistance Migrant Program
Using community cultural wealth through the lens of Latino critical race theory, this article will focus on the experiences told by eight Latino migrant farmworkers students about their first year of college. It describes how the College Assistance Migrant Program (CAMP) was influential in providing the students with different forms of capital by helping them with financial, informational, emotional, and academic assistance
Mediation, Resistance, and Resolve
This reflective article describes an international teacher education workshop in a Central American country. The process of designing a workshop based on critical pedagogy and multicultural education in an international setting is explained. An examination of the attitudes, actions, and assumptions of the Ministry of Education officials from the Central American country, the teachers attending the workshop, and the presenters of the workshops rev…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Violence on the US–Mexico border and the capital students use in response
Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community’s cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also dis…
Literacies crossing borders
Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA–Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describ…
The College Assistance Migrant Program
Using community cultural wealth through the lens of Latino critical race theory, this article will focus on the experiences told by eight Latino migrant farmworkers students about their first year of college. It describes how the College Assistance Migrant Program (CAMP) was influential in providing the students with different forms of capital by helping them with financial, informational, emotional, and academic assistance
Mediation, Resistance, and Resolve
This reflective article describes an international teacher education workshop in a Central American country. The process of designing a workshop based on critical pedagogy and multicultural education in an international setting is explained. An examination of the attitudes, actions, and assumptions of the Ministry of Education officials from the Central American country, the teachers attending the workshop, and the presenters of the workshops rev…
The College Assistance Migrant Program
Using community cultural wealth through the lens of Latino critical race theory, this article will focus on the experiences told by eight Latino migrant farmworkers students about their first year of college. It describes how the College Assistance Migrant Program (CAMP) was influential in providing the students with different forms of capital by helping them with financial, informational, emotional, and academic assistance
Transfronterizo literacies and content in a dual language classroom
The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juárez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are used for academic purposes, in particular in the context of learning narrative writing. We present th…
Knowledge From the Fields
Migrant farmworker students bring with them to schools a significant knowledge base that they acquire working in the fields alongside their families. These experiences can be valuable influences in their enrollment and completion of college. Using community cultural wealth, this article examines how a Latino migrant farmworker student used his cultural wealth to transition from high school to college and successfully complete his first year
Literacies crossing borders
Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA–Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describ…
Violence on the US–Mexico border and the capital students use in response
Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community’s cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also dis…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Standardizing Latinx early childhood educators
The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized test…
Learning about translanguaging in two bilingual teacher preparation programs
In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are pre…
The Hidden Histories of Social Studies
Sociology (10 works) · Pedagogy (8 works) · Psychology (6 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Critical Race Theory in Education (4 works) · Mathematics education (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works)