STANTON WORTHAM is a linguistic anthropologist of education and teaches in the Educational Leadersip Division at the University of Pennsylvania Graduate School of Education./e
ENRIQUE G. MURILLO, Jr., is a faculty member in the College of Education at California State University San Bernardino./e
EDMUND T. HAMANN is a Research and Evaluation Specialist at the Education Alliance at Brown University./e

Forward by Bradley A.U. Levinson
Education and Policy in the New Latino Diaspora by Edmund T. Hamann, Stanton Wortham, and Enrique G. Murillo, Jr.
Reinventing Educatión in New Latino Communities: Pedagogies of Change and Continuity in North Carolina by Sofia Villenas
Recent Language Minority Education Policy in Georgia: Appropriation, Assimilation, and Americanization by Scott A. L. Beck and Martha Allexsaht-Snider
¿Un Paso Adelante? The Politics of Bilingual Education, Latino Student Accomodation, and School District Management in Southern Appalachia by Edmund T. Hamann
The New Paths of Mexican Immigrants in the United States: Challenges for Education and the Role of Mexican Universities by Víctor Zúñiga, et al.
Gender and School Success in the Latino Diaspora by Stanton Wortham
Fragmented Community, Fragmented Schools: The Implementation of Educational Policy for Latino Immigrants by Elias Martinez
Lowrider Art and Latino Students in the Rural Midwest by Karen Grady
Policy Design as Practice: Changing the Prospects of Hispanic Voices by Michael Brunn
How Does It Feel to Be a Problem?: "Disciplining" the Transnational Subject in the American South by Enrique G. Murillo, Jr.
The New Latino Diaspora and Educational Policy by Margaret A. Gibson
Index

The authors describe a new demographic phenomenon: the settlement of Latino families in areas of the United States where previously there has been little Latino presence.This New Latino Diaspora places pressures on host communities, both to develop conceptualizations of Latino newcomers and to provide needed services.These pressures are particularly felt in schools; in some New Latino Diaspora locations the percentage of Latino students in local public schools has risen from zero to 30 or even 50 percent in less than a decade.Latino newcomers, of course, bring their own language and their own cultural conceptions of parenting, education,inter-ethnic relations and the like.
Through case studies of Latino Diaspora communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, the eleven chapters in this volume describe what happens when host community conceptions of and policies toward newcomer Latinos meet Latinos' own conceptions. The chapters focus particularly on the processes of educational policy formation and implementation, processes through which host communities and newcomer Latinos struggle to define themselves and to meet the educational needs and opportunities brought by new Latino students.Most schools in the New Latino Diaspora are unsure about what to do with Latino children, and their emergent responses are alternately cruel, uninformed, contradictory, and inspirational.By describing how the challenges of accommodating the New Latino Diaspora are shared across many sites the authors hope to inspire others to develop more sensitive ways of serving Latino Diaspora children and families.