ABSTRACT
This chapter aims to challenge deficit narratives about Latino student's academic identities and to examine the potential of collaborations that mobilize community resources within and across contexts in relation to learning, literacy, and identity. It points to the potential of mobilizing knowledge beyond classrooms or nation-states as containers. In these research projects, flows of ideas, resources, and identities across K-12 contexts, higher education, households, and communities allowed the reconfiguration of classroom spaces and educational possibilities. The chapter presents the case studies of the social and spatial trajectories of students participating in academic literacy contexts. Developing new literacies within the hybrid zones of participation that emerged from these contexts worked to create new possibilities for expanding, rather than compressing, time and space in literacy research and classroom activity. These processes emphasized the circulation of Latino student's funds of knowledge through digital means and the existence and evolution of transnational social fields as resources and realities for Latino students.
