Do “Undocumented Aliens” Dream of Neoliberal Sheep?: Conditional DREAMing and Decolonial Imaginaries

(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning Through Simulation

“…They newly expressed the belief that rich and Western countries, including the U.S., have a responsibility to provide resources and opportunities for people experiencing displacement. We find that students displayed beginning stage characteristics of self-reflexivity regarding their own responsibility in this endeavor (see Boler & Zembylas, 2003; Mohanty, 2003), and increasingly verbally recognized the political barriers and hegemonic structures impacting the lives of those who have been displaced (also see Ríos-Rojas & Stern, 2018; Mohanty, 2003). Thus, students experienced a degree of transformative learning through conscientization (see Boler & Zembylas, 2003; Curry-Stevens, 2007; Freire, 1968/2000; Kincheloe & Steinberg, 1998), in line with our transformative learning and decolonial goals.…”

“…Ríos-Rojas and Stern (2018) and Mohanty (2003) emphasize the importance of dreaming and reimagining the world and power relations within decolonial efforts. Along with Freire et al (1968/2000), they emphasize the necessity of identifying inequitable power relations in order to imagine new ways of existing in and structuring the world.…”

“…We offer further suggestions and cautions to educators and scholars wishing to design similar simulations. First, we are concerned that students may at times unintentionally trivialize (Lucas, 2020) and deficitize displaced populations, rather than positioning such populations as people with significant knowledge and internal resources (e.g., Mohanty, 2003;Ríos-Rojas & Stern, 2018). We encourage facilitators to center a resource, rather than deficit, orientation in simulation design.…”

“…Ríos-Rojas and Stern (2018) argue that such a repositioning requires a process of dreaming and (re)imagining that must take place outside of existing ideological and policy constraints. They point out that the existing relation of power and ruling “controls and disciplines the limits of dreaming by tethering dreams to profit, legality and belonging” (p. 93).…”

Legislating what matters: How policy designs shape two new immigrant destinations schools’ responses to immigrant students

“…In this study, immigrant students included both first-and second-generation immigrant students, which means that the students are either immigrants themselves, or have at least one parent who is an immigrant(Ríos-Rojas & Stern, 2018;Suárez-Orozco et al, 2010). 2 These community names are pseudonyms as are all other names used in this manuscript.…”