Date of Graduation
Master of Arts in Migration Studies
College of Arts and Sciences
Since its inception, the field of migrant education has been characterized by a tension between honoring the subjectivity of migrant families and positioning them as victims. This same tension exists in the analysis of children’s picture books that depict the daily lives of migrant farmworkers. In response to Eve Tuck’s (2009) call for a moratorium on damage-centered research in the field of education, this report describes the collaboration process between a representative of the Maine Migrant Education Program and a migrant
farmworker and her family to write, illustrate, and present an autobiographical picture book. Las aventuras, travesuras, y peligros del campo: Tres historias de mi niñez, by Estela Albor Villafuerte (see Appendix A), offers a much-needed intervention to the scholarship on migrant education and a valuable contribution to curricula developed by the Maine Migrant Education Program. Without ignoring the reality of oppression, Villafuerte’s work describes a life defined by independance, interpersonal connection, creativity, ingenuity, and humor. Aventuras should be utilized in Maine Migrant Education curricula because it offers children a reflection of themselves, their families, and their communities as whole rather than broken, and as complex individuals in control of their subjectivity rather than simplified victims in a story told by and for outsiders.
Shelton, Melanie, "Centering Community Voices Through Children's Literature: Co-authoring an #Ownvoices Picture Book for the Maine Migrant Education Program" (2020). Master's Theses. 1310.
Bilingual, Multilingual, and Multicultural Education Commons, Chicana/o Studies Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Methods Commons, Language and Literacy Education Commons, Latin American Literature Commons, Latina/o Studies Commons, Other Teacher Education and Professional Development Commons, Reading and Language Commons