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Jill Anderson
Duke University, Center for Latin American and Caribbean Studies, Spring 2018 Mellon Visiting Professor
Jill Anderson was born in the lands of the Ute peoples known as Provo, Utah, grew up in the Coahuiltecan territories known as Spring, Texas, and has been living in Tenochtitlan, or Mexico City, since 2006. As a US Euro-American of Mormon descent, she is on a lifelong journey of unlearning and eradicating white supremacy, all ways. As an immigrant, she is engaged in a practice of belonging as both chasm and bridge between cultures, languages, and histories. As an activist, teacher and writer, she is dedicated to liveable futures, passport equality, and mobility for all peoples. With a PhD in English from the University of Texas in Austin (2010), she has published articles in Cultural Dynamics (2018), Forced Out and Fenced In: Immigration Tales from the Field (2017), and Latino Studies (2015), among others. In Spring 2020, she co-taught the Transnational Border Lab at The New School as an invited professor. In Spring 2018, she was a Mellon Visiting Professor at Duke University. She is Cofounder and Codirector with ODA Otros Dreams en Acción.
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Lxs Otrxs Dreamers continues to be a relevant witness of injustice and a persistent invitation towards solidarity. The book itself is nothing more and nothing less than a tool for creating connection among people who have been intentionally separated, dispersed, and expelled from their families and roots.
In word and image, the book tells a story of the challenges, obstacles, injustices, triumphs, and potential of this bilingual, bicultural generation on the move. It is a combination of art, research and social justice written for a growing bilingual, bicultural audience.
Former President Barack Obama's administration oversaw three million deportations-far more than any previous President, and more than the sum total of all deportations prior to 1997. President Donald Trump has promised to surpass these record numbers of deportations. With mass deportation constantly in the news, students crave a deeper understanding of how we have arrived at this particular historical moment.
This collection of powerful essays-written by leading scholars in migration studies-puts a human face on mass deportation by telling the stories of people bearing the brunt of immigration law enforcement. Each narrative in Forced Out and Fenced In: Immigration Tales From the Field centers on a person or a small group of people and places their story within the broader socio-legal and historical context. The authors weave the relevant historical, political, and socio-legal analysis throughout each essay, yet the narrative remains the most important element in each piece. The book is ideal for courses on immigration in sociology, anthropology, political science, law and society, ethnic studies, Latino studies, history, geography, and American studies.
youth who are bicultural, often bilingual, but rarely recognized as binational citizens in either of their countries.
Bicultural immigrant youth are an integral part of mixed-status transnational families who increasingly have members on both sides of the militarized U.S.-Mexico border. They need public policies that are crafted in terms of the recognition, unification (temporary or
permanent) and integration of their families. Furthermore, their integration into the community of their choice must be predicated upon access to education (including higher education), employment, and international mobility as binational citizens. By re-framing the debate over immigration as a broader conversation about the constellation of public policy reforms needed to govern transnational movement and citizenship in the twenty-first century, we can better articulate just what is at stake in a major historical shift that has only begun.
Al entender nuestras historias e identidades en términos de fuerzas transnacionales que han constituido nuestros modelos nacionalistas, descubrimos un precedente importante respecto de las identidades norteame ricanas y los espacios culturales. Durante e inmediatamente después de la guerra de 1848, algunos liberales mexicanos y estadunidenses forjaron sin éxito identidades transnacionales en ensayos de no ficción y edito- riales. El traslape histórico del liberalismo del Nuevo Mundo de México y Estados Unidos, caracterizado por extraños y desiguales paralelismos, ha modificado los supuestos comunes sobre las historias del liberalismo nacionalista y la formación de identidades nacionales. En Norteamérica estas últimas surgieron en contextos estratégicos definidos por experiencias de doble (in)conciencia, disyunción, fractura y paradoja.
Fast-forward to June 2015, when a reform to the General Law on Education was announced; a waiver of the requirement for an apostille and an official translation for documents in order to revalidate primary, secondary, and preparatory education. How did we get from the diagnostics of discrimination to legal reform on a national level?
As one voice among many, I trace the odyssey of using new (and not so new) technologies (crowd-funding, photography, social media, video, census data, ethnographic interviews, organizational allies, press releases) to disseminate my research broadly and quickly in support of public policy reform. I present the stories and the data that I published in the book I co-authored with Nin Solis: Los Otros Dreamers (September 2014) as a qualitative diagnostic of discrimination using first-person testimonies and images. I highlight the multi-authored nature of this work, where the voices of migrant youth and advocates joined together, to speak from the subaltern position codified in US constitutional and immigration law (Kanstroom 2007).
In so doing, I argue that the “publication” of twenty-first public scholarship takes place across diffuse, idiosyncratic, multilingual, and multi-platform contexts that are temporally and spatially distinct from traditional forms of publication. This case study of the struggle for access to higher education in Mexico offers significant implications for educators looking to advocate for public policy changes in the US and in Mexico. Post DACA, it also provides a transnational context in order to better understand the struggle for access to higher education and educational mobility by undocumented graduates from high schools across the US.
Finally, in the process of reflecting upon the lessons learned via my collaborations with deported and returning youth eager to share their stories publically, this paper explores the resonances of the term “Dreamer” in contexts beyond US borders (Coutin 2007, Brotherton and Barrios 2009, Flores 2009), asking whether this historic expulsion of young people from the United States might be adequately considered a “Dreamer diaspora” with demands for access to higher education and transborder educational mobility at its core?
Each chapter offers a new contextualization of the US American renaissance that demonstrates the period to be a complex palimpsest of provincial prejudices, liberal nationalisms, and cosmopolitan strategies. In Chapter Two I read the trans-american jeremiads of Margaret Fuller, Frederick Douglass, and Henry David Thoreau and Carlos María de Bustamante, Mariano Otero, and Luís de la Rosa in the aftermath of the Treaty of Guadalupe Hidalgo in 1848. Chapter Three focuses on Ralph Waldo Emerson’s and Ignacio Ramírez's incommensurate preoccupations with the origins of language and their inter-related post/neo-colonial bids for national recognition on a Eurocentric geopolitical stage. The travel accounts of William Cullen Bryant’s trip to Mexico City in 1872 and Guillermo Prieto’s overnight stay in Bryant’s Long Island home in 1877 set the scene in Chapter Four to explore the bi-national tensions inherent in their oddly inter-related romantic nationalisms. Furthermore, the insights of this bi-national literary history invite us to recognize the contours of our own geopolitical positions, and in recognizing them, to re-orient nationalist epistemologies and literary histories as deeply conversant with contemporaneous traditions otherwise considered peripheral and/or foreign.
Lxs Otrxs Dreamers continues to be a relevant witness of injustice and a persistent invitation towards solidarity. The book itself is nothing more and nothing less than a tool for creating connection among people who have been intentionally separated, dispersed, and expelled from their families and roots.
In word and image, the book tells a story of the challenges, obstacles, injustices, triumphs, and potential of this bilingual, bicultural generation on the move. It is a combination of art, research and social justice written for a growing bilingual, bicultural audience.
Former President Barack Obama's administration oversaw three million deportations-far more than any previous President, and more than the sum total of all deportations prior to 1997. President Donald Trump has promised to surpass these record numbers of deportations. With mass deportation constantly in the news, students crave a deeper understanding of how we have arrived at this particular historical moment.
This collection of powerful essays-written by leading scholars in migration studies-puts a human face on mass deportation by telling the stories of people bearing the brunt of immigration law enforcement. Each narrative in Forced Out and Fenced In: Immigration Tales From the Field centers on a person or a small group of people and places their story within the broader socio-legal and historical context. The authors weave the relevant historical, political, and socio-legal analysis throughout each essay, yet the narrative remains the most important element in each piece. The book is ideal for courses on immigration in sociology, anthropology, political science, law and society, ethnic studies, Latino studies, history, geography, and American studies.
youth who are bicultural, often bilingual, but rarely recognized as binational citizens in either of their countries.
Bicultural immigrant youth are an integral part of mixed-status transnational families who increasingly have members on both sides of the militarized U.S.-Mexico border. They need public policies that are crafted in terms of the recognition, unification (temporary or
permanent) and integration of their families. Furthermore, their integration into the community of their choice must be predicated upon access to education (including higher education), employment, and international mobility as binational citizens. By re-framing the debate over immigration as a broader conversation about the constellation of public policy reforms needed to govern transnational movement and citizenship in the twenty-first century, we can better articulate just what is at stake in a major historical shift that has only begun.
Al entender nuestras historias e identidades en términos de fuerzas transnacionales que han constituido nuestros modelos nacionalistas, descubrimos un precedente importante respecto de las identidades norteame ricanas y los espacios culturales. Durante e inmediatamente después de la guerra de 1848, algunos liberales mexicanos y estadunidenses forjaron sin éxito identidades transnacionales en ensayos de no ficción y edito- riales. El traslape histórico del liberalismo del Nuevo Mundo de México y Estados Unidos, caracterizado por extraños y desiguales paralelismos, ha modificado los supuestos comunes sobre las historias del liberalismo nacionalista y la formación de identidades nacionales. En Norteamérica estas últimas surgieron en contextos estratégicos definidos por experiencias de doble (in)conciencia, disyunción, fractura y paradoja.
Fast-forward to June 2015, when a reform to the General Law on Education was announced; a waiver of the requirement for an apostille and an official translation for documents in order to revalidate primary, secondary, and preparatory education. How did we get from the diagnostics of discrimination to legal reform on a national level?
As one voice among many, I trace the odyssey of using new (and not so new) technologies (crowd-funding, photography, social media, video, census data, ethnographic interviews, organizational allies, press releases) to disseminate my research broadly and quickly in support of public policy reform. I present the stories and the data that I published in the book I co-authored with Nin Solis: Los Otros Dreamers (September 2014) as a qualitative diagnostic of discrimination using first-person testimonies and images. I highlight the multi-authored nature of this work, where the voices of migrant youth and advocates joined together, to speak from the subaltern position codified in US constitutional and immigration law (Kanstroom 2007).
In so doing, I argue that the “publication” of twenty-first public scholarship takes place across diffuse, idiosyncratic, multilingual, and multi-platform contexts that are temporally and spatially distinct from traditional forms of publication. This case study of the struggle for access to higher education in Mexico offers significant implications for educators looking to advocate for public policy changes in the US and in Mexico. Post DACA, it also provides a transnational context in order to better understand the struggle for access to higher education and educational mobility by undocumented graduates from high schools across the US.
Finally, in the process of reflecting upon the lessons learned via my collaborations with deported and returning youth eager to share their stories publically, this paper explores the resonances of the term “Dreamer” in contexts beyond US borders (Coutin 2007, Brotherton and Barrios 2009, Flores 2009), asking whether this historic expulsion of young people from the United States might be adequately considered a “Dreamer diaspora” with demands for access to higher education and transborder educational mobility at its core?
Each chapter offers a new contextualization of the US American renaissance that demonstrates the period to be a complex palimpsest of provincial prejudices, liberal nationalisms, and cosmopolitan strategies. In Chapter Two I read the trans-american jeremiads of Margaret Fuller, Frederick Douglass, and Henry David Thoreau and Carlos María de Bustamante, Mariano Otero, and Luís de la Rosa in the aftermath of the Treaty of Guadalupe Hidalgo in 1848. Chapter Three focuses on Ralph Waldo Emerson’s and Ignacio Ramírez's incommensurate preoccupations with the origins of language and their inter-related post/neo-colonial bids for national recognition on a Eurocentric geopolitical stage. The travel accounts of William Cullen Bryant’s trip to Mexico City in 1872 and Guillermo Prieto’s overnight stay in Bryant’s Long Island home in 1877 set the scene in Chapter Four to explore the bi-national tensions inherent in their oddly inter-related romantic nationalisms. Furthermore, the insights of this bi-national literary history invite us to recognize the contours of our own geopolitical positions, and in recognizing them, to re-orient nationalist epistemologies and literary histories as deeply conversant with contemporaneous traditions otherwise considered peripheral and/or foreign.