Sarah Gallo
My research and teaching focus on bilingual and immigrant education in the United States and Mexico. As an anthropologist of education who conducts ethnographic research across Latinx im/migrant children’s schools, homes, and communities, I critically engage in promoting school-based learning that better recognizes and builds upon young children’s mobile and heterogeneous resources. This includes the traditional and innovative bilingual language and literacy skills that are rarely recognized in their monolingual classrooms and knowledges that they develop related to their transborder immigration experiences. Rather than positioning these educational resources as unwelcome or dangerous for learning, I seek to bring attention to the ways that we can productively contribute to policies, educational practices, and teacher preparation that recognize bilingualism and immigration experiences—including undocumented status—as axes of difference that must be supported for effective and equitable schooling.
My most recent study was in Mexican public schools to better understand the ways that deportation-based immigration policies shape young children’s educational realities across geopolitical borders. This research was supported by the Fulbright U.S. Scholars program in Mexico and the National Academy of Education and Spencer Foundations.
I am an Associate Professor of Language Education and Urban Social Justice at the Graduate School of Education at Rutgers University. There I am also part of the Community-Engaged Anti-Racist (CEAR) Education Project. I also form part of a collective of anthropologists interested in childhood migration across the Americas: https://infanciasenmovimiento.org/en/children-on-the-move/
Supervisors: Betsy Rymes, Stanton Wortham, Nancy Hornberger, and Kathleen Hall
Address: Columbus, Ohio, United States
My most recent study was in Mexican public schools to better understand the ways that deportation-based immigration policies shape young children’s educational realities across geopolitical borders. This research was supported by the Fulbright U.S. Scholars program in Mexico and the National Academy of Education and Spencer Foundations.
I am an Associate Professor of Language Education and Urban Social Justice at the Graduate School of Education at Rutgers University. There I am also part of the Community-Engaged Anti-Racist (CEAR) Education Project. I also form part of a collective of anthropologists interested in childhood migration across the Americas: https://infanciasenmovimiento.org/en/children-on-the-move/
Supervisors: Betsy Rymes, Stanton Wortham, Nancy Hornberger, and Kathleen Hall
Address: Columbus, Ohio, United States
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Papers by Sarah Gallo
enacted by parents in transborder families. We demonstrate how these parents, participants in an ethnographic study with mixed-status families in rural Puebla, México, write speculative narratives for their children’s futures in ways that reject mononational norms. Altermundos literacies involve the activation of subaltern knowledges across mononational systems and complex literacy practices across papeles to dream-into-action a future designed by and for their lives. We draw on scholars of Black, Indigenous, Chicana, and Latinx futurity to demonstrate how families’ altermundos challenge educational practices across borders and dream
new possibilities into being. Our findings show how families’ dreams navigate constraints imposed by systems of oppression within both the United States and México to varying degrees of success. Regardless, these families’ altermundos literacies are invitations for all of us to co-dream futures beyond borders. Implications for researchers, school-based practitioners, and policymakers are discussed.
who cross physical and metaphorical borders. Data come from two larger qualitative studies on immigration and education and demonstrate how young people recognize inequity, critique it, and engage in a range of actions to counteract it. We argue that border-crossing youth draw upon
personal experiences to critique and take action to change oppressive realities. We extend critical consciousness scholarship by bringing unique attention to the role of undocumentedness in critical consciousness formation.
im/migration and education on both sides of the Mexico–U.S. border, in
this article, we focus on critical incidents that resulted in listening
realignment during data collection in which children deploy their politicized
funds of knowledge (PFOK) (Gallo & Link) to shape the form and
content of our research. We argue that as researchers in educational
settings we must reflect on these exceptional moments and reframe
our methods of talking with im/migrant children to engage with their
politicized funds of knowledge. This entails following children’s leads as
the experts of their lives while opening up spaces for their PFOK, including
their range of narrative approaches that we may inadvertently
discount.
arising from their migratory experiences. They conclude that schools on both sides of the border can view migrant children’s experiences and critical perspectives as assets that may provide more flexible spaces for learning and belonging.
enacted by parents in transborder families. We demonstrate how these parents, participants in an ethnographic study with mixed-status families in rural Puebla, México, write speculative narratives for their children’s futures in ways that reject mononational norms. Altermundos literacies involve the activation of subaltern knowledges across mononational systems and complex literacy practices across papeles to dream-into-action a future designed by and for their lives. We draw on scholars of Black, Indigenous, Chicana, and Latinx futurity to demonstrate how families’ altermundos challenge educational practices across borders and dream
new possibilities into being. Our findings show how families’ dreams navigate constraints imposed by systems of oppression within both the United States and México to varying degrees of success. Regardless, these families’ altermundos literacies are invitations for all of us to co-dream futures beyond borders. Implications for researchers, school-based practitioners, and policymakers are discussed.
who cross physical and metaphorical borders. Data come from two larger qualitative studies on immigration and education and demonstrate how young people recognize inequity, critique it, and engage in a range of actions to counteract it. We argue that border-crossing youth draw upon
personal experiences to critique and take action to change oppressive realities. We extend critical consciousness scholarship by bringing unique attention to the role of undocumentedness in critical consciousness formation.
im/migration and education on both sides of the Mexico–U.S. border, in
this article, we focus on critical incidents that resulted in listening
realignment during data collection in which children deploy their politicized
funds of knowledge (PFOK) (Gallo & Link) to shape the form and
content of our research. We argue that as researchers in educational
settings we must reflect on these exceptional moments and reframe
our methods of talking with im/migrant children to engage with their
politicized funds of knowledge. This entails following children’s leads as
the experts of their lives while opening up spaces for their PFOK, including
their range of narrative approaches that we may inadvertently
discount.
arising from their migratory experiences. They conclude that schools on both sides of the border can view migrant children’s experiences and critical perspectives as assets that may provide more flexible spaces for learning and belonging.