Applying several critical race theories as analytical frameworks, the authors present and analyze counterstories of Indigenous Latinx students attending an urban high school in a “new Latinx diaspora” community, underscoring points of convergence as well as the ways their experiences were distinct from those of their Latinx peers. The findings suggest that urban school improvement efforts often ignore Latinx Indigeneity and further alienate students. As such, more complex and nuanced understandings of Latinx communities are required to improve the quality of education offered to them. The article concludes by exploring the implications of this work for educators and researchers.
This case explores the complex ways unaccompanied Latinx Indigenous minors experience the intersection of immigration policies and U.S. school policies and practices and the implications this has for school leaders. As such, we present three critical incidents that center three students’ experience with and through U.S. schooling—from enrollment, to navigating schooling linguistic support, and then finally the ways in which disciplinary policies heighten the consequences of immigration reform. Through the critical incidents, readers will meet Santiago, Manuel, and Cristian Indigenous unaccompanied minors and examine the ways in which school leaders and schooling practices shape and impact the schooling experiences of undocumented, unaccompanied, Latinx Indigenous students.
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