From Protest to Protection: Navigating Politics with Immigrant Students in Uncertain Times

Autor/inn/en	Jaffe-Walter, Reva; Miranda, Chandler Patton; Lee, Stacey J.
Titel	From Protest to Protection: Navigating Politics with Immigrant Students in Uncertain Times
Quelle	In: Harvard Educational Review, 89 (2019) 2, S.251-276 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Controversial Issues (Course Content); Immigration; Politics; Immigrants; Context Effect; Undocumented Immigrants; Citizenship Education; Critical Theory; High School Students; High School Teachers; Activism; Educational Practices; New York (New York) + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Politik; Immigrant; Immigrantin; Immigranten; Illegaler Aufenthalt; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kritische Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Aktivismus; Politischer Protest; Bildungspraxis
Abstract	With the rise of nationalism and the current contentious debate on immigration in the US, school leaders and educators are faced with difficult questions about how to negotiate sensitive political topics, including debates on immigration. In this article, Reva Jaffe-Walter, Chandler Patton Miranda, and Stacey J. Lee explore how educators grapple with the political policies and discourses surrounding immigration with marginalized students who are the subject of those politics. Drawing on research from two US schools exclusively serving recently arrived immigrant students, the authors explore how educators negotiate the teaching of immigration politics during two different time periods, in 2013 during the Obama era "Dreamer" movement and in early 2017 after the inauguration of Donald Trump. They consider how the unique conditions of each political context inform educators' strategies for "teaching into" political events and supporting their immigrant and undocumented students. Their analysis reveals the unique challenges of engaging marginalized students who are the subject of contentious politics in political discussion and action and supports their call for a deeper consideration of students' identities and experiences of politics within scholarly discussions of critical civic engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01