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Frontmatter -- Contents -- Introduction -- Interlude 1. Parallel Lives -- 1. Ideals and Practices of Transnational Motherhood and Care -- Interlude 2. When Caregivers and Mothers Don't Get Along -- 2. Transnational Mothers and School- Related Decisions -- Interlude 3. Drawings -- 3. Children and Youth's Perspectives of the Other Side -- Interlude 4. Giving Birth in New York City -- 4. Educational Aspirations and Social Trajectories of Separated Siblings -- Interlude 5. Camila and Stella -- 5. For My Mother -- Interlude 6. Letter to Carlitos -- Conclusion -- Acknowledgments -- Appendix A. Transnational Care Constellations -- Appendix B. Schooling Systems Here and There -- Appendix C. Mexican Migration to the United States by State and Sex, 2010 -- Appendix D. Demographic Profile of Research Sites in New York City -- Appendix E. A Note on Methods -- Notes -- Bibliography -- Index -- About the Author

Drawing on over a decade of empirical research, this article develops the framework of 'Transnational Care Constellations' in order to understand how mothers, children and caregivers are connected across national terrains. This approach takes into account the ways families organize care, economic, health and everyday decisions and focuses on relationships across nations. The purpose of this article is twofold: (1) to present relevant literature in transnational migration research that has led me to think about care as a central piece that keeps families together; and (2) to show through empirical ethnographic data three cases of families that are organized transnationally. This article also takes into consideration the impacts of a global pandemic in the modes of communication transnational care constellations have used.

This article explores children's perspectives regarding migration and family separation on both sides of the Mexico‐U.S. border. 'Transnational care constellations'1 that connect separated siblings allow children to imagine the other side of the border and to explore their thoughts and perspectives through the
lenses of inequality, as well as through a sense of belonging and family. This article presents ethnographic data of families that capture the dynamism of families that are both 'here and there' as children assemble their ideas and narratives of how transnational lives exist.

Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese.

In the current age of border talk, border enforcement, and of draconian policies that further separate and break up families, children who remain in the country of origin are rarely asked what they understand the border and the United States to be like. Media vehicles and academic papers have reported the brutal effects of family separation at the border for children and families. In order to further understand how young children make sense of their feelings of loss and separation psychologists and members of the American Academy of Pediatrics have collected drawings done by children to understand how trauma has manifested in the minds of children during detention and separation. However, another facet of children's perceptions of the United States, migration and family separation also exist a little farther away from the physical border that divides the U.S. and Mexico. This paper, then, addresses the questions: How do Mexican children in Mexico make sense of their family separation through their drawings? How are children's drawings and narratives describing how they see and understand the United States? In this paper, we analyze 50 drawings from children in Puebla, Mexico who have one or more parents living in the United States. Data for this paper stems from a 3 year, multi-sited ethnography that spanned New York City and several states in Mexico.

Resumo Este trabalho analisa o sistema prisional brasileiro, destacando o aumento da população carcerária, superlotação, violência, seletividade penal e as penas alternativas. Explora-se a contribuição de intelectuais, como Clóvis Moura, Florestan Fernandes, Octavio Ianni, Darcy Ribeiro, Jacob Gorender e Lucio Kowarick, para entender o encarceramento no Brasil, considerando suas raízes no período escravista e colonial. Este ensaio bibliográfico busca lançar luz à resiliência do punitivismo no país, baseando-se nas protoformas escravistas do capitalismo dependente, conforme descrito pelos clássicos do pensamento social brasileiro. Posteriormente, o ensaio explora as influências do capitalismo dependente no sistema penal, com base em dados estatísticos e autores da criminologia crítica, abolicionismo penal e minimalismo penal. Concluímos que a autocracia e sua política penal, com raízes na herança escravista, parecem operar incessantemente, transcendendo as fronteiras governamentais, alimentando a violência e as ilegalidades que ela mesma se propõe a reprimir e controlar.

El objetivo de este trabajo es realizar un análisis empírico de los efectos macroeconómicos de la política macroprudencial y la influencia del régimen monetario sobre esta política en los principales países de América Latina desde 2007 hasta 2019. Los países analizados son Argentina, Bolivia, Brasil, Costa Rica, Chile, Colombia, Ecuador, México, Perú y Uruguay, divididos en países con Régimen de Metas de Inflación (RMI) y los que siguen otra estructura monetaria. Para ello se utiliza el método PVAR. En los países con RMI, la política macroprudencial alcanza su objetivo de reducir el crédito y las demás variables macroeconómicas tienen el comportamiento esperado. Por otro lado, la política macroprudencial parece tener impactos contradictorios en los países que no son RMI.

Drawing from a 3-year ethnographic project in one elementary school in the United States, this article examines how a group of 43 first graders perceived and constructed Brazil and the U.S. during a drawing and writing activity in their bilingual (Portuguese-English) classroom. The majority of the participating children (81.4%) either migrated from Brazil to the U.S. or were born in the U.S. of Brazilian parents. Data analysis reveals that Brazil was frequently portrayed as an idyllic landscape that included several relatives and friends and a range of activities with loved ones, while the U.S. involved immediate family members, material goods, and places for leisure. Grounded in a relational understanding of place and placemaking, we argue that the children engaged in a range of place-based moves to construct Brazil and the United States during the activity. These acts of placemaking included evocations of transnational memories, ongoing activities and aspirations, social relationships, and local institutional expectations, particularly the school curriculum and teachers' discourse about Brazil. The findings suggest that immigrant children's construction of place is multifaceted, dynamic, and situated.

Abstract: The world is witnessing an era of unprecedented human mobility: International migrants grew from 100 million in 1960 to 155 million in 2000, and to 214 million in 2010 (UNDESA). However, there is insufficient attention to how migration and education interact to influence social and economic mobility. This article considers the relationship between migration and education. In the first section, we draw upon anthropological theorizing of mobility and citizenship to propose a conceptual framework for the topic. We then examine research from three migration flows: youth of Haitian descent living in the Dominican Republic, Colombians in Ecuador, and children of Mexican mothers who have migrated to the United States. The analyses of these cases emphasize the importance of access and inclusion, schools as key sites for governing subjects, and the strategies developed by migrants to secure schooling. In the conclusion, we outline directions for future research that would enable a stronger analysis of the relationships between education and migration and the development of Migration and Education as a field of inquiry. Resumo: O mundo está testemunhando uma era de mobilidade humana sem precedentes: os migrantes internacionais aumentaram de 100 milhões em 1960 para 155 milhões em 2000 e para 214 milhões em 2010 (UNDESA). No entanto, dá-se pouca importância à forma como a migração e a educação interagem para influenciar a mobilidade social e econômica. Este artigo considera a relação entre migração e educação. Na primeira seção, recorremos à teorização antropológica da mobilidade e da cidadania para propor uma estrutura conceitual para o tema. Em seguida, examinamos a pesquisa de três fluxos de migração: jovens de ascendência haitiana que vivem na República Dominicana, colombianos no Equador, e filhos de mães mexicanas que migraram para os Estados Unidos. As análises desses casos enfatizam a importância do acesso e da inclusão, as escolas como locaischave para governar os sujeitos, e as estratégias desenvolvidas pelos migrantes para assegurar a escolarização. Na conclusão, esboçamos orientações para futuras pesquisas que permitiriam uma análise mais forte das relações entre educação e migração e o desenvolvimento de Migração e Educação como campo de investigação.

O presente ensaio tem como objetivo traçar possíveis compreensões sobre as contribuições psicanalíticas à atuação na clínica cardiológica a partir de uma breve articulação e discussão teóricas. Lançou-se mão de compreensões tais quais a inserção do analista no hospital, o corpo adoecido para a psicanálise e os principais aspectos subjetivos presentes na clínica cardiológica. Concluiu-se que o cerne das contribuições psicanalíticas à problemática é o oferecimento de possibilidade de acesso ao simbólico, diante de conteúdos difíceis de ser elaborados, que emergem a partir do processo de adoecimento.