Edmund ’Ted’ Hamann is a Professor of education policy and practice at the University of Nebraska-Lincoln. Trained as an anthropologist of education (and currently the President-elect of the American Anthropological Association’s Council on Anthropology and Education), he studies school reform and linguistic diversity, focusing in particular on how school systems respond to transnational mobility of students and families. With two Mexican colleagues (Dr. Víctor Zúñiga and Dr. Juan Sánchez García), he was recognized in 2018 with AERA Division G’s Henry T. Trueba Award for Research Leading to the Transformation of Social Contexts of Education and in 2020 he was named an AERA Fellow. He began his career coordinating a bilingual family literacy initiative co-designed by the National Council of La Raza (Now UnidosUS) and the Education Testing Service. Supervisors: Frederick Erickson (chair), John Puckett, (reader), Kathy Hall (reader), and Ken C. Erickson (reader)
While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre... more While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre-Conquest Aztec military academies, the first significant expansion of Western-style schooling in Mexico occurred in the early 19th century, while the first substantial national efforts at teacher education date to the Porfiriato in the late 19th century. In the 100-plus-year history of teacher education in Mexico, attention has been episodic, has often reflected national refractions of ideas originating elsewhere, and has been centrally intertwined with national governmental efforts to shape what it means to be Mexican. Variously, teacher education has been buffeted by attempts to be Catholic, modern, secular, socialist, neoliberal, and globally competitive economically. In all of this, there has been a tension between centralist (focusing on Mexico City) and nationalist impulses, on the one hand (making teaching patriotic work and the teachers’ union part of the national government), and attention to regional variations, including Mexico’s indigenous populations, rural populations, and economic diversity, on the other. While Mexico’s more than two million teachers may all work in the same country, where one is trained (i.e., which escuela normal, or normal school), where one works (from public schools in affluent and stable neighborhoods to rural telesecundarias where resources are scarce and teachers are not expected to be content area experts), how many shifts one works (it is common for Mexican educators to work at more than one school to compensate for limited salary), which state one works in (funding varies significantly by state), and what in-service professional development one has access to all mean for variations in teacher preparation and teacher praxis.
Informe Foro Binacional Migración y Educación , 2023
Alianza México, un esfuerzo estratégico de la Universidad de California para fortalecer las asoci... more Alianza México, un esfuerzo estratégico de la Universidad de California para fortalecer las asociaciones transfronterizas y educar a la próxima generación de líderes, está en una posición única para convocar a académicos, políticos y expertos en un debate basado en hechos sobre las necesidades de la educación y la migración. El Foro sobre Educación y Migración 2022 reunió a un grupo diverso de responsables políticos y líderes de opinión para dialogar sobre las necesidades políticas y de investigación en materia de educación, gestión del talento y retos migratorios en Estados Unidos y México. En particular, los debates exploraron los requisitos a nivel estatal y federal para aprovechar las oportunidades políticas que surgen de la agenda de educación y migración. Este informe reuné los policy briefs presentados en el Foro.
This Article is brought to you for free and open access by the Department of Teaching, Learning a... more This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln.
Part of the Teacher Education and Professional Development Commons This Article is brought to you... more Part of the Teacher Education and Professional Development Commons This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln.
The authors’ research collaboration in five Mexican states and one US locale has shown that there... more The authors’ research collaboration in five Mexican states and one US locale has shown that there are hundreds of thousands of children in Mexican schools with prior experience in US schools and/or US citizenship rights because of birthplace. The distribution of a binational, under-18 population in both countries illuminates the demographic conditions whereby some American/Mexican children may be growing up in a different country than a parent or both parents. Through juxtaposed cases, the chapter illuminates how school and safety factor into binational parents’ decisions about where their children should live and whether an arrangement other than living together makes the most sense. Despite political rhetoric in both countries about the importance of family unity, extant policies sometimes make “parenting from afar” a more pragmatic course of action.
In December 2006 and again in May 2008, the Midwest was the setting for large-scale Immigration a... more In December 2006 and again in May 2008, the Midwest was the setting for large-scale Immigration and Customs Enforcement (ICE) raids in rural meatpacking towns that drew national attention. In the first raids, concurrent sweeps in six different communities that hosted Swift plants, children, and schools emerged as important and sympathy-generating themes as children were separated from detained parents and schools were left struggling to figure out what to do with those children. Both of these issues distracted from the intended law enforcement thrust of the raids, reducing their popularity and making them more controversial. In contrast, the May 2008 raid at a kosher meat-processing facility in Postville, Iowa, had the ICE enforcement agents querying their detainees about whether they had children and placing those who answered yes under house arrest. Although this, too, destroyed the former workers' chance at earning a livelihood, it did not separate mothers from children, nor ...
While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre... more While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre-Conquest Aztec military academies, the first significant expansion of Western-style schooling in Mexico occurred in the early 19th century, while the first substantial national efforts at teacher education date to the Porfiriato in the late 19th century. In the 100-plus-year history of teacher education in Mexico, attention has been episodic, has often reflected national refractions of ideas originating elsewhere, and has been centrally intertwined with national governmental efforts to shape what it means to be Mexican. Variously, teacher education has been buffeted by attempts to be Catholic, modern, secular, socialist, neoliberal, and globally competitive economically. In all of this, there has been a tension between centralist (focusing on Mexico City) and nationalist impulses, on the one hand (making teaching patriotic work and the teachers’ union part of the national government), and attention to regional variations, including Mexico’s indigenous populations, rural populations, and economic diversity, on the other. While Mexico’s more than two million teachers may all work in the same country, where one is trained (i.e., which escuela normal, or normal school), where one works (from public schools in affluent and stable neighborhoods to rural telesecundarias where resources are scarce and teachers are not expected to be content area experts), how many shifts one works (it is common for Mexican educators to work at more than one school to compensate for limited salary), which state one works in (funding varies significantly by state), and what in-service professional development one has access to all mean for variations in teacher preparation and teacher praxis.
Informe Foro Binacional Migración y Educación , 2023
Alianza México, un esfuerzo estratégico de la Universidad de California para fortalecer las asoci... more Alianza México, un esfuerzo estratégico de la Universidad de California para fortalecer las asociaciones transfronterizas y educar a la próxima generación de líderes, está en una posición única para convocar a académicos, políticos y expertos en un debate basado en hechos sobre las necesidades de la educación y la migración. El Foro sobre Educación y Migración 2022 reunió a un grupo diverso de responsables políticos y líderes de opinión para dialogar sobre las necesidades políticas y de investigación en materia de educación, gestión del talento y retos migratorios en Estados Unidos y México. En particular, los debates exploraron los requisitos a nivel estatal y federal para aprovechar las oportunidades políticas que surgen de la agenda de educación y migración. Este informe reuné los policy briefs presentados en el Foro.
This Article is brought to you for free and open access by the Department of Teaching, Learning a... more This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln.
Part of the Teacher Education and Professional Development Commons This Article is brought to you... more Part of the Teacher Education and Professional Development Commons This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln.
The authors’ research collaboration in five Mexican states and one US locale has shown that there... more The authors’ research collaboration in five Mexican states and one US locale has shown that there are hundreds of thousands of children in Mexican schools with prior experience in US schools and/or US citizenship rights because of birthplace. The distribution of a binational, under-18 population in both countries illuminates the demographic conditions whereby some American/Mexican children may be growing up in a different country than a parent or both parents. Through juxtaposed cases, the chapter illuminates how school and safety factor into binational parents’ decisions about where their children should live and whether an arrangement other than living together makes the most sense. Despite political rhetoric in both countries about the importance of family unity, extant policies sometimes make “parenting from afar” a more pragmatic course of action.
In December 2006 and again in May 2008, the Midwest was the setting for large-scale Immigration a... more In December 2006 and again in May 2008, the Midwest was the setting for large-scale Immigration and Customs Enforcement (ICE) raids in rural meatpacking towns that drew national attention. In the first raids, concurrent sweeps in six different communities that hosted Swift plants, children, and schools emerged as important and sympathy-generating themes as children were separated from detained parents and schools were left struggling to figure out what to do with those children. Both of these issues distracted from the intended law enforcement thrust of the raids, reducing their popularity and making them more controversial. In contrast, the May 2008 raid at a kosher meat-processing facility in Postville, Iowa, had the ICE enforcement agents querying their detainees about whether they had children and placing those who answered yes under house arrest. Although this, too, destroyed the former workers' chance at earning a livelihood, it did not separate mothers from children, nor ...
Lo que los maestros mexicanos conviene que conozcan sobre la educación en Estados Unidos., 2022
Los maestros de México están enfrentando un nuevo reto profesional: cientos de miles de alumnos h... more Los maestros de México están enfrentando un nuevo reto profesional: cientos de miles de alumnos han estado estudiando en escuelas de Estados Unidos y regresan o llegan por primera vez a las escuelas mexicanas. Nos enfrentamos ante el dilema de cómo responder a las necesidades de estos alumnos transnacionales; cómo diversificar las actividades educativas, ya que están habituados a trabajar en pequeños grupos; cómo integrar a quienes están acostumbrados a hacer preguntas (en lugar de responder preguntas); cómo aprender juntos cuando han tenido relaciones más horizontales con sus maestros, simplemente porque en inglés no hay una diferenciaentre "tú" y "usted". Los editores, autores y traductores de este libro tenemos la esperanza de que será de utilidad para los maestros mexicanos que deseen responder responsablemente a los desafíos de la escolaridad transnacional.
Parenting From Afar and the Reconfiguration of Family Across Distance., 2018
Many chapters in this volume are dedicated to inquiry about the extant re- ality that many parent... more Many chapters in this volume are dedicated to inquiry about the extant re- ality that many parents around the world now parent their minor (i.e., un- der age 18) children from afar, but the tack of this chapter is a little differ- ent. We ask whether parents should parent from afar. We don’t pose that as a question about ideals—what would be best if parents had economic secu- rity and unambiguous legal residential status—but rather as a more prag- matic one. Given some parents’ and children’s limited agency in real-world circumstances, what is their best path forward?
Alumnos Transnacionales. Escuelas Mexicanas frente a la Globalización, 2008
Este libro hace un inventario de esos hechos, describe y clasifica trayecto- rias de niños nacido... more Este libro hace un inventario de esos hechos, describe y clasifica trayecto- rias de niños nacidos en México que iniciaron su escolaridad en este país, la continúan en California, pasan luego a Utah y regresan de nuevo aquí; de niños nacidos en Estados Unidos que inician su escolaridad en Texas, luego vienen a México para estudiar un par de años escolares y regresan a Texas, aunque la trayectoria no termina ahí, porque nosotros los encontramos de nuevo en México; de otros niños que nacieron en Estados Unidos, vienen a México, en donde se inscriben por primera vez a la escuela, vuelven de nueva cuenta a Estados Unidos para continuar su escolaridad y luego, otra vez, regresan a México, y también de los que van y vienen de un país al otro en el mismo año escolar. Esos niños son de quienes damos cuenta en estas páginas.
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sobre las necesidades de la educación y la migración.
El Foro sobre Educación y Migración 2022 reunió a un grupo diverso de responsables políticos y líderes de opinión para dialogar sobre las necesidades políticas y de investigación en materia de educación, gestión del talento y retos migratorios en Estados Unidos y México. En
particular, los debates exploraron los requisitos a nivel estatal y federal para aprovechar las oportunidades políticas que surgen de la agenda de educación y migración.
Este informe reuné los policy briefs presentados en el Foro.
sobre las necesidades de la educación y la migración.
El Foro sobre Educación y Migración 2022 reunió a un grupo diverso de responsables políticos y líderes de opinión para dialogar sobre las necesidades políticas y de investigación en materia de educación, gestión del talento y retos migratorios en Estados Unidos y México. En
particular, los debates exploraron los requisitos a nivel estatal y federal para aprovechar las oportunidades políticas que surgen de la agenda de educación y migración.
Este informe reuné los policy briefs presentados en el Foro.