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Since 2004, our research has focused precisely in those minors who 'returned' from the United States to Mexico. Our interest has been to know the social, geographical, educational, and symbolic trajectories of those migrant children and adolescents who are part of the contemporary move of returnees. Based on the children's narratives (all collected before US November 2016 federal election), we now have a multifaceted response to the question: How and why are young Mexican migrants returning from the United States to Mexico? Some of these returnees were born in Mexico and arrived to the United States when they were young. International migration literature describes them as members of the 1.5 generation. But others were born in the United States and often started school there. They did not 'return' to Mexico, they arrived to their parents' home country for the first time in their lives. We call them the 0.5 generation. [ABSTRACT FROM AUTHOR]

Over the past 15 years, hundreds of thousands of children of immigrants and their families have moved from the United States to Mexico pushed by different legal and economic expulsion factors. Using evidence from a multi-sited, twenty year-long study of Mexican migration to Georgia, we analyze the varied educational, linguistic, employment and family reunification experiences of children of immigrants in two communities of origin in central and northern Mexico. We draw from insights of the political sociology of international migration to contend that the movement of children of immigrants and their families to the parental homeland forces the realignment of people, state and territory that emigration initially disrupts. We also argue that this realignment is imperfect because children of immigrants, especially those who are U.S.-born and possess dual citizenship and their families continue to circulate between Mexico and the United States, employing mobility strategies and tapping resources located in both countries. [ABSTRACT FROM AUTHOR]

The article presents a critical evaluation of the academic production on return migration from the United States to Mexico from 2008 to 2015. Our findings reveal that current research has been limited to studying the return of adult men and their insertion into labor markets, as well as the economic and demographic impacts of return. Analyses of migratory trajectories, integration, and experience of children, women and youth, and other studies with a focus on family dynamics are rare or virtually inexistent. Deductive and quantitative investigations still prevail, compared to those that prioritize the qualitative dimensions of the phenomenon. [ABSTRACT FROM AUTHOR]

This article provides insights into the linguistic transitions and ruptures of migrant children in Mexican schools. The analysis focuses on children's practices and perceptions of their own difficulties when reading and writing in Spanish after spending months in schools in the United States. Using in-depth interviews and sociolinguistic analysis, the article presents the particular case of children who endure seasonal migratory circulation between Mexico and the United States, and examines the linguistic disruptions these children experience during their journey from English to Spanish literacy every school year. [ABSTRACT FROM AUTHOR]

This article discusses the government policies related to immigrant children from Mexico living in the United States. The author comments on the history of and changes to immigrant patterns between these countries and describes the phenomenon of return migration of children to Mexico. The role of the Mexican government in accepting these returning children is also examined.

This article tried to offer a political reading –in terms of educational policies– of 15 years of research on international migrant children and adolescents. From this investigative journey, the paper draws some lessons learned for defining the challenges the Mexican school system is facing or is going to face in the future. We mean challenges related with policies designing, curricular and planning definitions, training teachers (preparatory or in-service), content selection and/or school operation’s rules. The main source of our data is four surveys we conducted in Nuevo León, Zacatecas, Puebla, and Jalisco that allowed us to get information from students enrolled in elementary and mid-high schools. From the surveys, we estimate the volume of students participating in the international migration flows. The article focuses in three sub-populations: transnational students (those who have been enrolled in the U.S. and Mexican schools), binational children (those who were born in the U.S.) and children left behind (those who stay in Mexico while their parents and siblings are living in the U.S.). [ABSTRACT FROM AUTHOR]

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