Cambio de Colores (2015 : 14th : Kansas City, Mo.)
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Latinos in the Heartland : Shaping the Future : Leadership for Inclusive Communities. Proceedings of the 14th annual conference, June 10-12, 2015, Kansas City, Missouri / edited by Stephen Jeanetta, Colette Rector, Lindsey Saunders, and Corinne Valdivia. Cambio Center, University of Missouri, 2016.
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Item Latinos in the media : the value of critical media literacy(Cambio Center, 2016) Sierk, Jessica; Cambio de Colores (13th : 2014 : Columbia, Mo.)"We cannot, especially in this day and age, exaggerate the power of what we take in with our eyes. Our culture is based on this: television news, television shows, and films (Landsman, 2001, p. 25)." Media is becoming increasingly central to our collective culture as a society; therefore, it is vital that media consumers possess the skills to critically examine it as a source of potential stereotypes and misconceptions. According to Kellner and Share (2007), "Critical media literacy involves cultivating skills in analysing media codes and conventions, abilities to criticize stereotypes, dominant values, and ideologies, and competencies to interpret the multiple meanings and messages generated by media texts (p. 372)." Critical media literacy skills allow media consumers to see how they have been, often unknowingly, influenced by covert messages found in various forms of media. Media, as with any form of discourse, represents social actors in a variety of ways (van Leeuwen, 2008). This paper reviews examples of genericization, appraisement, metaphors, activation and passivation of actors, nomination, categorization, and others, as well as ways to engage students to develop critical media literacy. It is vital that media consumers be made aware of these rhetorical techniques, as "it is through discourse that many ideologies are formulated, reinforced and reproduced (van Dijk, 1998, as cited in Paltridge, 2012, p. 194).Item Latinos in the heartland, shaping the future : leadership for inclusive communities : proceedings of the 14th Annual Conference, June 10-12, 2015, Kansas City, Missouri(Cambio Center, 2016) Cambio de Colores (14th : 2015 : Kansas, Mo.)Item Relationship between health insurance status of Latino children and their overall and dental health(Cambio Center, 2016) Rodriguez, Griselda; Greder, Kimberly; Cambio de Colores (13th : 2014 : Columbia, Mo.)Data from 136 Latina mothers living in rural communities was used to examine relationships among health insurance status of mothers and children, participation in routine health care, ability to understand printed information shared by health professionals, receipt of health information in a preferred language, and their children's health. Findings suggest that rural Latino children who are covered through private health insurance experience better overall health compared to rural Latino children who are insured through Medicaid. When Latina mothers understand printed information they receive from health professionals, their children are more likely to experience routine health care positive overall health and dental health.Item Cross-cultural and experiential learning in El Salvador for extension specialists : lessons learned in the field(Cambio Center, 2016) Navarrete-Tindall, Nadia E.; Bartelette, W. Sue; Lock, Casi; Cambio de Colores (13th : 2014 : Columbia, Mo.)A delegation from Lincoln University (LU) Cooperative Extension of Missouri participated in a 12-day exchange program that included visits to communities and institutions in Central and Western El Salvador. The delegation included LU Native Plants Program (LU-NPP) staff and members of four communities in Missouri. The objectives were: 1. For the LU delegation to be immersed in the Salvadoran culture and learn how communities protect their resources and use native plants in their daily lives; 2. To exchange lessons learned between the LU-NPP, Salvadoran educators, producers, farmers, and communities; and 3. Identify organizations or agencies interested in forming alliances with the LU-NPP. Joint collaborative efforts between LU and organizations in El Salvador will help empower small farmers and will further advance agricultural and ecological education for low-income students in El Salvador and in Missouri. During site visits, local leaders from different agencies and community organizations and the LU delegation engaged in conversations to learn from each other's experiences. Salvadoran specialists were surprised to learn that Lincoln University also works with low-income communities and that farms in Missouri do not only grow cash crops. Many of the Native Plant Program's lessons learned in Missouri could be adopted in El Salvador to help small farmers and rural entrepreneurs. Evaluations from participants of this exchange program indicate that the delegation members increased their level of understanding of Latino culture and some had the opportunity to practice their Spanish skills which they can also use in Missouri. This program was funded by the USDA National Institute of Food and Agriculture (NIFA) and was part of two Capacity Building Grants.Item Educational language policy and the new Latino diaspora in Iowa(Cambio Center, 2016) Johnson, David Cassels; Lynch, Stephanie; Stephens, Crissa; Cambio de Colores (13th : 2014 : Columbia, Mo.)The New Latino Diaspora is a demographic phenomenon that describes the immigration of Latinos from across Latin America to small cities and towns in the United States, which have historically not been popular destinations for Spanish speakers. As a result of this demographic shift, Iowa has experienced a 452% increase in its population of English learners (ELs) in public schools over the past 20 years. Thus, communities throughout Iowa (and the rest of the New Latino Diaspora) have struggled to put a support network in place for newcomers, including educational programs that provide educational opportunity for non-native English speakers. The purpose of this study was to examine how Iowa's educational language policy has adapted to growing numbers of ELs. Findings suggest that policymakers and educators alike have struggled to develop coherent plans for accommodating native Spanish speakers and leverage resources to enact what plans exist. While there is support at the state-level for a diversity of educational programs, including English as a second language (ESL) and bilingual education, there is very little guidance or financial support for districts. In other words, while educators have a lot of agency in determining how to educate non-native English speakers and some very industrious individuals have opened dual language schools, a more robust (funded) structure for language education is needed. We argue that the new language ecology is a linguistic and cultural resource, for both non-native English speakers and students who are currently English monolingual. Our results have implications for the future of linguistic accommodation and educational opportunity for Latinos around the Midwest.