The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers

Authors

David Martinez-Prieto, The University of Texas Rio Grande ValleyFollow

Document Type

Book Chapter

Publication Date

2021

Abstract

Educational systems promote ideologies that perpetuate the hegemony of dominant groups (Apple, Ideology and curriculum (3rd ed.). New York/London: Routledge Farmer, 2004). In this regard, Mexican transnationals—or Mexican-origin individuals who attended U.S. schools before returning to Mexico—are exposed to the dominant ideologies of the United States during their educational development. In this chapter, I explore how ideologies embedded in U.S. education impact Mexican transnational returnees (n=24) pursuing a degree in English Language Teaching in Mexican public universities. Results suggested that exposure to U.S. formal education impacts the ideological orientation of transnational pre-service language teachers. This chapter helps understand the difficulty for transnational pre-service English language teachers to (re)adapt into the Mexican education system, which is depicted as one with a rigid anti-U.S. inclination, particularly in central Mexico (Alcántara-Hewitt, Migration and schooling: The case of transnational students in Puebla, Mexico (Publication No. 3599860) (Doctoral dissertation), New York University. Pro-Quest LLC, 2013).

Comments

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Recommended Citation

Martínez-Prieto, D. (2021). The effect of US curricular ideologies on Mexican transnational pre-service English language teachers. Mobility of knowledge, practice and pedagogy in TESOL teacher education: Implications for transnational contexts, 123-145. https://doi.org/10.1007/978-3-030-64140-5_7

Publication Title

Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education

DOI

10.1007/978-3-030-64140-5_7