Article2011

Toward a Pedagogy of Acompañamiento: Mexican Migrant Youth Writing from the Underside of Modernity

92 citations0/0 files storedHarvard Educational Review

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Critical and Liberation Pedagogy Linguistics and Education Research Education and experiences of immigrants and refugees

Abstract

In this article, Enrique Sepúlveda draws on an array of theological, anthropological,and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of acompañamiento. Sepúlveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepúlveda merged critical literacy, poetry, and storytelling into a relational

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References

2012The Location of Culture 2017Borderlands/La Frontera: The New Mestiza 20005. The Practice of Everyday Life 1998Pedagogy of Freedom: Ethics, Democracy, and Civic Courage 1998Teachers as cultural workers: letters to those who dare teach 2001Mexican Immigration to the United States: Continuities and Changes 2002Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth.2003The Production of Margin and Center: Welcoming–Unwelcoming of Immigrant Students

Cited by

2014Hidden knowing of working-class transnational Mexican families in schools: bridge-building, Nepantlera knowers 2020Accompanying aNepantleraBorder Artist’s Empathy: One Mexican Teen’sTestimoniosof Healing, Empowerment, and Transformation 2025Bilingualism as activism: collective efforts in building the first Korean dual language programs in the U.S 2022Exploring global religious traditions through artifactual literacy projects

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