Mexican transnational parents: What they have to say about inclusive education and their children’s educational needs

Abstract

ABSTRACTThrough two qualitative case studies conducted over two years, this research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a Midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about successfully developing the languages and language repertoires that children will need in their translocal educational institutions “here” and “there.” Understanding Mexican transnational parents’ perceptions of their children’s educational needs may provide new insights into the ways in which their schooling experiences could be improved in more inclusive terms.