contentsmap

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section I	Introductory Chapter to Section I Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding. Comments: This chapter will begin by situating and naming the most pressing, persistent and pervasive issues in Latino Education today. It will then offer a synthesis of the various section chapters and a general framework within which the chapters function to explore how contemporary educational issues are addressed, and have been addressed historically through research grounded in unique theoretical and methodological approaches. Further: While the other sections of this handbook target very specific issues/ research, we felt that the purpose of this section is to tell an overall story about Latino education. Specifically this section details the story of a people, a history of educational inequality and educational persistence and attainment; it tells the story of how we have developed our diverse conceptual lens, how we have created new and hybrid theories; it tells the story of the methodologies we have employed to produce a wealth of knowledge for educational practice and policy. So this new version of the section does not privilege certain theories (e.g., a chapter on LatCrit in education, a chapter on social capital theory, etc.) and the particular authors who might work in those domains. Rather, this section is about stepping back and seeing how all the pieces of the puzzle fit together, including how the contradictions and tensions work against/with one another.	Sofia A. Villenas and Douglas E. Foley	N/A

		*CONFIRMED* ↓	*SUGGESTED* ↓
Latinas/os in the United States: An Overview	This chapter will address the current state of Latinas/os in the United States – who we are, where we come from, where we live (new diaspora), our commonalities and differences, etc.	Victoria-María MacDonald and ???
Histories of Latino Education	This chapter will provide an historical overview that links some of the important issues that have shaped educational opportunities for Latinos to broader historical themes. It will offer a comprehensive overview of the issues Latinos/as have faced in education, key historical events, and pioneering research. With respect to the latter, some biographies would be included to honor our ancestors and elders, to show what the mainstream has left out, and to connect the new generation with the previous generation of researchers. The plural “histories/herstories” is emphasized to center the heterogeneity and diversity of Latino experiences in education (race, gender, nationality, sexuality).	Ruben Donato and Guadalupe San Miguel
Multicultural, Transnational and Comparative Perspectives in Education	This chapter would explore Latino connections to the praxis of African American, American Indian and other racial/ethnic minority groups in North America, and to Latin America and beyond. It will address theoretical and philosophical inspirations from Ethnic Studies, Multiculturalism, Postcolonial Studies, Critical Race Theory, LatCrit and other social/cultural theories, and from the scholarship and social movements of Latin America. This comparative chapter should thus illuminate the diverse roots in western, postcolonial, third world feminist, and Marxist throught among others – showing the key concepts (i.e. hybridity, internal colony, patriarchy) that are being borrowed and/or shared.	Alejandra Elenes and Dolores Delgado Bernal
Creating a Unique Standpoint: Latino Theoretical Contributions to Educational Praxis	This chapter will address how Latina/o scholars in education have sought to create unique ethnic/racial standpoint(s). This chapter would be synthetic, addressing attempts to develop unique epistemological and gender perspectives, and unique diaspora/borderlands perspectives nuanced towards the Latino/a historical experience in education. This chapter should illuminate the specific, unique variations of theory that Latinos/as have developed, how we’ve created our own unique theoretical and practice-based approaches and perspectives with multidisciplinary tools. Comment: For example, the funds of knowledge research is a unique Latino/a attempt to theorize the borderlands in an anti-deficit way.	Jason Irizarry and Sonia Nieto
Critical Methodologies in Latino Education	This chapter would address the continuum of traditional-applied and policy-activist methods and styles of research. It would seek to characterize the ways in which Latino/a scholars define research; how political is it? How practical is it? This focus of this chapter would be on the purpose of research, not method per se. In this way one theme might be how because of the pragmatic/political nature of research, Latino/a scholars have eschewed methodological dogmatism and positivism to use whatever works to best tell the story. On the one hand, good quantitative documentation of wages, rents, land ownership, Latino push-out rates, school demography, testing & measurement, and schooling inequities with respect to curriculum and policy in general, serves the purpose of empowering Latino communities. On the other hand, there is a growing importance of qualitative, narrative, and life history research because of the desire to give voice to Latinos/as’ experiences, to write the unwritten history from the bottom up, to document struggles, and to show better educational practices, etc. Comment: In sum, this chapter attempts to lay out the continuum of activist types of research – research that gives voice, or research that challenges policies, or champions other policies/practices, or all of these.	María Estel Zarate and Gilberto Conchas

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section II	Introductory Chapter to Section II Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding.	Ruth Trinidad Galván and Norma E. González	N/A

		*CONFIRMED* ↓	*SUGGESTED* ↓
Globalization and Transnationalism	Addresses the current global state and its implications for our understanding of nation/state; citizenship rights; such as Prop 187; 209.	Martha Montero-Sierburth, Celoni Espinola and Lidia Cabrera
The New Latino Diaspora	Provides a review of the continually growing dispersal of Latinos and emerging identities, consequences, etc… [an international perspective]	Ted Hamann and Linda Harklau
Race and Ethnicity	Examine how race has been constructed historically for/by Latinos and the place of ethnic diversity – its complications and advantages.	Pedro Noguera and ???
Language Ideologies and Language Policy	An overview of issues relating to the politics of language and language use. [i.e. laws in this area]	Ofelia Garcia and Rosario Torres-Guevara
Accountability and High Stakes Testing	Review of the influence federal/state policies have had on the education of Latinos i.e. Nation at Risk; NCLB	Frances Contreras and ???
Higher Education: Challenges and Triumphs	Highlights the struggles & accomplishments of Chicano/a; Cuban Studies and other programs on university campuses	??? and ???
Latino Faculty in Academia	Reviews past and present state of Latinos in academia, such as, access, representation, etc…	Rudolfo Chavez Chavez and Luis Urrieta
Latino Students in Acedemia		Octavio Villalpando and ???
Community Activism: Policy Formation and implementation	Highlights the important role of non-profits and community learning communities in response to and as leaders of political change.	Carmen Mercado and ???
Latino youth and Community Building	Presents the history/role of youth organizing in mobilizing students on and off campuses.	Jeff Duncan-Andrade and ???

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section III	Introductory Chapter to Section III Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding.	Juan Sánchez Muñoz and Eugene García	N/A

		CONFIRMED ↓	*SUGGESTED* ↓
Language, Culture and Cognition	The relationship between language, culture, and educational achievement has long been examined in traditional educational research. This chapter will offer emergent theories and research that make salient the relationship between language, culture and cognition in the education of Latino/as	Virginia Gonzalez and ???
Language, Culture and Identity	The contributions of this chapter will explore identity theory, as influenced by language and culture, as critical dimensions of consideration for educational professionals responsible for the education of Latino/as	Aida Hurtado and ???
Language Socialization	The field of language socialization will serve as the basis of this chapter that examines the acquisition of language and culture of Latino youths and their families across educational contexts in the U.S.	Patricia Baquedano Lopez and ???
Biculturalism and Education	This chapter will offer a succinct understanding of bicultural formations, i.e. cultural variations, language fluencies, formal schooling differentials, schooling acclimations, discursive and ideological distinctions, among generational/immigrant Latino/a students, and how to best appropriate these qualities for the purpose of educational achievement	Antonia Darder and ???
Bilingualism and Education	This chapter will offer a *historiography* of bilingual education and proffer new directions of promise for bilingual teachers and learners. The chapter *will not* offer a protracted explication of instructional models.	Jeff McSwan and Kellie Rolstad
Culture, Family and Education	This chapter will survey research on the relationship between culture, family, and educational achievement among Latino/as in K-12 schools. The chapter will concomitantly engage issues of generationalism, immigrant status, socioeconomics, and parental educational attainment to make salient the prevailing variables related to culture and family in the education of Latino/a students.	Flora Rodriguez Brown and ???
Language, Culture and Immigrant Education	This chapter will address the increasing presence and impact of immigrant education within the context of general Latino/a educational theory and practice. Special attention will be given to linguistic and cultural variables that distinguish the education of American-born Latinos from immigrant Latinos	Guadalupe Valdes and ???
Language, Culture and Special Education	This chapter will survey the research underpinning the educational services available to Latino/as students designated with special needs, and the manner in which language and culture are considered in the delivery of said services	Alfredo Artilles and ???
The role of language and culture in the educational resilience and matriculation of Latino students	The information contained in this chapter will consider how language and culture are theorized to explain educational attrition, school perseverance, and the probability that Latino k12 students are being properly prepared and capably advised to matriculate through all available educational options	Teresa Huerta and ???
???	The impact of local Latino education policy on language, learning, and the law. This chapter will examine Latino education within the context of legal issues/cases that have established the foundation for significant educational decisions such as desegregation, language policy, and modified pedagogies.	Tom Stritikus and ???

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section IV	Introductory Chapter to Section IV Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding.	Corinne Martínez and Esteban Díaz

		CONFIRMED ↓	*SUGGESTED* ↓
The History of U.S. Latino Students Experiences in K-12 Classrooms	Sociopolitical & Historical Contexts of Latino Education in U.S. public schools. * New chapter that needs feedback.	??? and ???
K-12 classroom practices in the area of language minority education: Bilingual Education, ESL and Sheltered Instructional Practices	This chapter provides a synthesis of the various approaches to teaching English learners in K-12 schools.	Josefina Tinajero and ???
Teacher Education & Professional Development for working with culturally and linguistically diverse students/Latino Students	This chapter highlights the policies and stellar programs that prepare teachers for the education of Latino students.	Lilia Minaya-Rowe and Jose Ortiz
Educational Reform and Policies Impacting the Education of Latinos	This chapter reviews educational policies impacting the education of Latinos in K-12 schools. Including a review of language policies in terms of how they influence the identification, assessment and instruction of English learners.	??? and ???
Alternatives to Approaches to the Education of Latino Youth	This chapter highlights the non formal schooling or alternative experiences of Latino youth such as community education programs, after school programs, etc.	Olga Vasquez and ???
Educational Attainment and Achievement of Latino Students	This chapter reviews status reports on the educational attainment and academic achievement of Latinos in K-12 schools.	Daniel Solorzano and Rebeca Burciaga
Socioculturual Perspectives on the Education of Latino Students	This chapter looks at the instructional applications of sociocultual theory.	Pedro Portes and ???
Educational Assessment and Accountability Measures and the Education of Latinos	???	Zenaida Aguirre Muñoz and ???
Contemporary Views and Practices in Early Childhood Programs Serving Latino Students		??? and ???

CHAPTER TOPIC	CHAPTER SYNOPSIS	AUTHOR
Introduction to Section V	Introductory Chapter to Section V Will offer a synthesis of the various appendices, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the appendices function to contribute to an overall understanding.	Margarita Machado-Casas

CATEGORIES (equivalent of chapter topics)	SUBCATEGORIES (equivalent of chapter synopsis)	CONFIRMED SECTION RESEARCHERS (equivalent of chapter authors) ↓
Adult/Continuing Education:	(ESL/Civics Instruction, GED, Vocational Training, Extended Studies, Community Colleges, Career Training, Literacy, Funding Opportunities, and more)	Frances Contreras
Commercial Products:	Software, Audio/Video Tapes, DVDs, Teaching Supplies/Aids, and more)	Minda Lopez
Demographics/Statistics:	(Census and Statistics Agencies, and more)	Lina Benavidez
Events:	(Conferences, Society Meetings, Workshops/Seminars, Celebrations/Festivals, and more)	Keren Zuniga
Government:	(Legislation, Policy, Leadership, Politics, and more)	Jaqueline Romano
Groups:	(Organizations, Agencies, Community Projects, Associations, Professional Societies, and more)	Silvia Bettez
Higher Education:	(Colleges, Universities, Institutes, Centers, Degrees, Programs, Concentrations, Funding Opportunities, Academic Competitions, Awards, Mentorship, Internships, Training, and more)	Janet Lopez
Internet Tools/Technology:	(Sites, Webliographies, Clearinghouses, Portals, Digital/Virtual Libraries, Directories, and more)	Victor Perez
Libraries/Galleries/Museums:	(Collections, Archives, Permanent Exhibitions, and more)	Gloria Rodriguez
Non-Print Media:	(Television Programming, Recordings, Motion Pictures, Radio Programming, and more)	Leticia Oseguera
Parents and Teachers:	(Pre-K/Early Childhood, K-12, Funding Opportunities, and more)	Karen Zuniga
Periodicals:	(Journals, Magazines, Newsletters, Newspapers, and more)	???
Publications:	(Articles, Special Journal Issues, Book/Media Reviews, Conference Proceedings/Presentations, Reference Works, Encyclopedias, Bibliographies, Dictionaries, Books, Book Chapters, Literature, Monographs, Technical Papers/Research Reports, Dissertations/Theses/Scholarly Projects, ERIC Documents, and more)	Stella Flores

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section I	Introductory Chapter to Section I Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding. Comments: This chapter will begin by situating and naming the most pressing, persistent and pervasive issues in Latino Education today. It will then offer a synthesis of the various section chapters and a general framework within which the chapters function to explore how contemporary educational issues are addressed, and have been addressed historically through research grounded in unique theoretical and methodological approaches. Further: While the other sections of this handbook target very specific issues/ research, we felt that the purpose of this section is to tell an overall story about Latino education. Specifically this section details the story of a people, a history of educational inequality and educational persistence and attainment; it tells the story of how we have developed our diverse conceptual lens, how we have created new and hybrid theories; it tells the story of the methodologies we have employed to produce a wealth of knowledge for educational practice and policy. So this new version of the section does not privilege certain theories (e.g., a chapter on LatCrit in education, a chapter on social capital theory, etc.) and the particular authors who might work in those domains. Rather, this section is about stepping back and seeing how all the pieces of the puzzle fit together, including how the contradictions and tensions work against/with one another.	Sofia A. Villenas and Douglas E. Foley *CONFIRMED

		SUGGESTED ↓	SUGGESTED ↓
Latinas/os in the United States: An Overview	This chapter will address the current state of Latinas/os in the United States – who we are, where we come from, where we live (new diaspora), our commonalities and differences, etc.
Histories of Latino Education	This chapter will provide an historical overview that links some of the important issues that have shaped educational opportunities for Latinos to broader historical themes. It will offer a comprehensive overview of the issues Latinos/as have faced in education, key historical events, and pioneering research. With respect to the latter, some biographies would be included to honor our ancestors and elders, to show what the mainstream has left out, and to connect the new generation with the previous generation of researchers. The plural “histories/herstories” is emphasized to center the heterogeneity and diversity of Latino experiences in education (race, gender, nationality, sexuality).
Multicultural, Transnational and Comparative Perspectives in Education	This chapter would explore Latino connections to the praxis of African American, American Indian and other racial/ethnic minority groups in North America, and to Latin America and beyond. It will address theoretical and philosophical inspirations from Ethnic Studies, Multiculturalism, Postcolonial Studies, Critical Race Theory, LatCrit and other social/cultural theories, and from the scholarship and social movements of Latin America. This comparative chapter should thus illuminate the diverse roots in western, postcolonial, third world feminist, and Marxist throught among others – showing the key concepts (i.e. hybridity, internal colony, patriarchy) that are being borrowed and/or shared.
Creating a Unique Standpoint: Latino Theoretical Contributions to Educational Praxis	This chapter will address how Latina/o scholars in education have sought to create unique ethnic/racial standpoint(s). This chapter would be synthetic, addressing attempts to develop unique epistemological and gender perspectives, and unique diaspora/borderlands perspectives nuanced towards the Latino/a historical experience in education. This chapter should illuminate the specific, unique variations of theory that Latinos/as have developed, how we’ve created our own unique theoretical and practice-based approaches and perspectives with multidisciplinary tools. Comment: For example, the funds of knowledge research is a unique Latino/a attempt to theorize the borderlands in an anti-deficit way.
Critical Methodologies in Latino Education	This chapter would address the continuum of traditional-applied and policy-activist methods and styles of research. It would seek to characterize the ways in which Latino/a scholars define research; how political is it? How practical is it? This focus of this chapter would be on the purpose of research, not method per se. In this way one theme might be how because of the pragmatic/political nature of research, Latino/a scholars have eschewed methodological dogmatism and positivism to use whatever works to best tell the story. On the one hand, good quantitative documentation of wages, rents, land ownership, Latino push-out rates, school demography, testing & measurement, and schooling inequities with respect to curriculum and policy in general, serves the purpose of empowering Latino communities. On the other hand, there is a growing importance of qualitative, narrative, and life history research because of the desire to give voice to Latinos/as’ experiences, to write the unwritten history from the bottom up, to document struggles, and to show better educational practices, etc. Comment: In sum, this chapter attempts to lay out the continuum of activist types of research – research that gives voice, or research that challenges policies, or champions other policies/practices, or all of these.
Open Chapter ?
Open Chapter ?
Open Chapter ?
Open Chapter ?
Open Chapter ?

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section II	Introductory Chapter to Section II Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding.	Ruth Trinidad Galván and Norma E. González *CONFIRMED

		SUGGESTED ↓	SUGGESTED ↓
Globalization and Transnationalism	Addresses the current global state and its implications for our understanding of nation/state; citizenship rights; such as Prop 187; 209. Comment: Here maybe along the lines of Gomez-Pena’s ideas.
The New Latino Diaspora	Provides a review of the continually growing dispersal of Latinos and emerging identities, consequences, etc…
Race and Ethnicity	Examine how race has been constructed historically for/by Latinos and the place of ethnic diversity – its complications and advantages. Comment: Since Sofia & Doug’s section is already dedicating a chapter on LATCRT – we thought this might highlight ethnic diversity and how it plays out.
Language Ideologies and Language Policy	An overview of issues relating to the politics of language and language use. Comment: How much of this might already be covered in Juan and Gene’s section?
Accountability and High Stakes Testing	Review of the influence federal/state policies have had on the education of Latinos i.e. Nation at Risk; NCLB
Higher Education: Challenges and Triumphs	Highlights the struggles & accomplishments of Chicano/a; Cuban Studies and other programs on university campuses
Administration and Leadership	Need help conceptualizing this one
Latino Faculty in Academia	Reviews past and present state of Latinos in academia, such as, access, representation, etc…
Community Activism: Policy Formation and implementation	Highlights the important role of non-profits and community learning communities in response to and as leaders of political change.
Latino youth and Community Building	Presents the history/role of youth organizing in mobilizing students on and off campuses.

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section III	Introductory Chapter to Section III Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding.	Juan Sánchez Muñoz and Eugene García *CONFIRMED

		SUGGESTED ↓	SUGGESTED ↓
Language, Culture and Cognition	The relationship between language, culture, and educational achievement has long been examined in traditional educational research. This chapter will offer emergent theories and research that make salient the relationship between language, culture and cognition in the education of Latino/as
Language, Culture and Identity	The contributions of this chapter will explore identity theory, as influenced by language and culture, as critical dimensions of consideration for educational professionals responsible for the education of Latino/as
Language Socialization	The field of language socialization will serve as the basis of this chapter that examines the acquisition of language and culture of Latino youths and their families across educational context s in the U.S.
Biculturalism and Education	This chapter will offer a succinct understanding of bicultural formations, i.e. cultural variations, language fluencies, formal schooling differentials, schooling acclimations, discursive and ideological distinctions, among generational/immigrant Latino/a students, and how to best appropriate these qualities for the purpose of educational achievement
Bilingualism and Education	This chapter will offer a *historiography* of bilingual education and proffer new directions of promise for bilingual teachers and learners. The chapter *will not* offer a protracted explication of instructional models.
Culture, Family and Education	This chapter will survey research on the relationship between culture, family, and educational achievement among Latino/as in K-12 schools. The chapter will concomitantly engage issues of generationalism, immigrant status, socioeconomics, and parental educational attainment to make salient the prevailing variables related to culture and family in the education of Latino/a students.
Language, Culture and Immigrant Education	This chapter will address the increasing presence and impact of immigrant education within the context of general Latino/a educational theory and practice. Special attention will be given to linguistic and cultural variables that distinguish the education of American-born Latinos from immigrant Latinos
Language, Culture and Special Education	This chapter will survey the research underpinning the educational services available to Latino/as students designated with special needs, and the manner in which language and culture are considered in the delivery of said services
The role of language and culture in the educational resilience and matriculation of Latino students	The information contained in this chapter will consider how language and culture are theorized to explain educational attrition, school perseverance, and the probability that Latino k12 students are being properly prepared and capably advised to matriculate through all available educational options
Open Chapter ?

CHAPTER TOPICS	CHAPTER SYNOPSIS	CHAPTER AUTHORS (DYADS)	CONSULTING EDITOR(S)
Introduction to Section IV	Introductory Chapter to Section IV Will offer a synthesis of the various individual chapters, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the chapters function to contribute to an overall understanding.	Corinne Martínez and Esteban Díaz *CONFIRMED

		SUGGESTED ↓	SUGGESTED ↓
Approaches to Research on the Schooling Experience of Latinos in K-12 Schools	This chapter provides a synthesis of theory and method in the study of Latinos in K-12 schools.
Preparing Teachers for Educating Latino Students	This chapter highlights the policies and stellar programs that prepare teachers for the education of Latino students.
The Impact of Federal and State Reform Efforts on the Education of Latino Youth	This chapter reviews educational policies impacting the education of Latinos in K-12 schools.
Language Policies and Implications for Classroom Practice	This chapter presents a view of language policies in terms of how they influence the identification, assessment and instruction of English learners.
Alternatives to Schooling Latino Youth	This chapter highlights the non formal schooling or alternative experiences of Latino youth such as community education programs, after school programs, etc.
Educational Attainment and Achievement of Latino Students	This chapter reviews status reports on the educational attainment and academic achievement of Latinos in K-12 schools.
Literacy, Biliteracy and Multilingual Literacy	This chapter provides a review of issues (research) in multiple literacy experiences of Latino students.
Approaches to Teaching: Bilingual Education, ESL and Sheltered Instructional Practices	This chapter frames the various approaches to teaching English learners in K-12 schools.
Sociocultultual Theories and Implication for Teaching Latino Students	This chapter looks at the instructional applications of sociocultual theory.
Open Chapter ?

CHAPTER TOPIC	CHAPTER SYNOPSIS	AUTHOR
Introduction to Section V	Introductory Chapter to Section V Will offer a synthesis of the various appendices, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the appendices function to contribute to an overall understanding.	Margarita Machado-Casas *CONFIRMED

CATEGORIES (equivalent of chapter topics)	SUBCATEGORIES (equivalent of chapter synopsis)	SUGGESTED SECTION RESEARCHERS (equivalent of chapter authors) ↓
Adult/Continuing Education:	(ESL/Civics Instruction, GED, Vocational Training, Extended Studies, Community Colleges, Career Training, Literacy, Funding Opportunities, and more)
Commercial Products:	Software, Audio/Video Tapes, DVDs, Teaching Supplies/Aids, and more)
Demographics/Statistics:	(Census and Statistics Agencies, and more)
Events:	(Conferences, Society Meetings, Workshops/Seminars, Celebrations/Festivals, and more)
Government:	(Legislation, Policy, Leadership, Politics, and more)
Groups:	(Organizations, Agencies, Community Projects, Associations, Professional Societies, and more)
Higher Education:	(Colleges, Universities, Institutes, Centers, Degrees, Programs, Concentrations, Funding Opportunities, Academic Competitions, Awards, Mentorship, Internships, Training, and more)
Internet Tools/Technology:	(Sites, Webliographies, Clearinghouses, Portals, Digital/Virtual Libraries, Directories, and more)
Libraries/Galleries/Museums:	(Collections, Archives, Permanent Exhibitions, and more)
Non-Print Media:	(Television Programming, Recordings, Motion Pictures, Radio Programming, and more)
Parents and Teachers:	(Pre-K/Early Childhood, K-12, Funding Opportunities, and more)
Periodicals:	(Journals, Magazines, Newsletters, Newspapers, and more)
Publications:	(Articles, Special Journal Issues, Book/Media Reviews, Conference Proceedings/Presentations, Reference Works, Encyclopedias, Bibliographies, Dictionaries, Books, Book Chapters, Literature, Monographs, Technical Papers/Research Reports, Dissertations/Theses/Scholarly Projects, ERIC Documents, and more)

SECTION I: Theoretical and Methodological Approaches (Editors: Sofia A. Villenas and Douglas E. Foley)

1) Vygotsky in Latino Education : Guiding classroom practice? (Need help on this one)

2) Thinking about New Theorizing about Classroom Practices? Or maybe this might go in the Teaching and Learning section?

3) Or maybe a more general chapter about the Latino Theorizing on Caring, Classroom Learning and School Reform?

4) What might the original suggestion reworded: "Multidisciplinary Foundations of Latino Education" get us?

SECTION II: Politics/Policy (Editors: Ruth Trinidad Galván and Norma E. González)

1) We have left one chapter open to suggestions; or to a possible piece that might be missing in the overall handbook.

2) We are thinking through the focus of the Race and Ethnicity chapter as possibly a primarily Race chapter [i.e. latcrt] , depending on how ethnicity is

3) We are hoping that a larger conversation can open a discussion about what others are thinking about their chapters, and where the overlap and discrepancies

SECTION III: Language and Culture (Editors: Juan Sánchez Muñoz and Eugene García)

Language

Language, Culture and Cognition

Language, Culture and Identity

Distributed Culture and Cognition

Biculturalism and Education

Bilingualism and Education

Dual Language Learning

Family and School Contexts

Immigration

1) We have elected to keep one chapter uncommitted, and allow the insights of others from the collaborative team to inform the theme/substance of the final chapter in this section.

SECTION IV: Teaching and Learning (Editors: Corinne Martínez and Esteban Díaz)

Frameworks for Understanding the Schooling Experience of Latinos in K-12 Schools

Learning to Teach in Urban Schools Serving Culturally and Linguistically Diverse (Latino) Students

Understanding the Impact of High Poverty on the Schooling Experiences of Latino Students

Inquiry into the Function of Private Schools in the Education of Latino Students

1) We have reframed the section to focus on the education of Latinos in K-12 schools; (section subtitle?? "The Education of Latinos in K-12 Schools")

2) This focus will allow us to introduce topics we are familiar with such as Bilingual Education as well as others which may not be covered in other works.

3) It seems our chapter topics are more narrow in focus (than Section III). There also seems to be some overlap with topics in other sections

Adult/Continuing Education: (ESL/Civics Instruction, GED, Vocational Training, Extended Studies, Community Colleges, Career Training, Literacy, Funding

Commercial Products: (Software, Audio/Video Tapes, DVDs, Teaching Supplies/Aids, and more)

Events: (Conferences, Society Meetings, Workshops/Seminars, Celebrations/Festivals, and more)

Groups: (Organizations, Agencies, Community Projects, Associations, Professional Societies, and more)

Higher Education: (Colleges, Universities, Institutes, Centers, Degrees, Programs, Concentrations, Funding Opportunities, Academic Competitions, Awards,

Internet Tools/Technology: (Sites, Webliographies, Clearinghouses, Portals, Digital/Virtual Libraries, Directories, and more)

Libraries/Galleries/Museums: (Collections, Archives, Permanent Exhibitions, and more)

Non-Print Media: (Television Programming, Recordings, Motion Pictures, Radio Programming, and more)

Parents and Teachers: (Pre-K/Early Childhood, K-12, Funding Opportunities, and more)

Publications: (Articles, Special Journal Issues, Book/Media Reviews, Conference Proceedings/Presentations, Reference Works, Encyclopedias, Bibliographies,

Dictionaries, Books, Book Chapters, Literature, Monographs, Technical Papers/Research Reports, Dissertations/Theses/Scholarly Projects,