Abstract
ABSTRACT The author examines how Latinx migrant and seasonal farmworkers (MSFW) engaged in survivance, active presence and resistance, in transition from K-12 schools to a High School Equivalency Program (HEP). Ethnographic methods were used to understand the educational experiences of Latinx students from MSFW backgrounds while pursuing a General Educational Development degree (GED) in a Midwest HEP program. Findings illustrate how K-12 schools produced inequities for MSFW students to pursue a GED as a form of survivance. This study reframes the deficit discourse surrounding MSFW’s departure from K-12 schools to one focused on agency and collective survivance.
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